Willmar Public Schools Curriculum Mapping 9-12

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1 Subject Area World Languages -- Spanish Senior High Course Name Spanish Level 1 Date June 2010 Week Content Standards Addressed Skills/Benchmarks Essential Questions Assessments 1-2 Prime r Paso Greetings, Introductions, Classroom directions, Numbers, Timetelling, Body parts, Classroom items, Ask how to say new words and phrases, Spanish alphabet, calendar vocabulary and Aztec calendar, Weather conditions, Seasons, Weather in Northern and Southern Hemisphere Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. Students understand and interpret written and spoken language on a variety of topics. Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 1.Greet people at different times of day 2. Introduce yourself to others 3.Respond to classroom directions 4. Use numbers 5. Tell time 6. Identify parts of the body 1.Talk about things in the classroom 2.Ask questions about new words and phrases 3. Use the Spanish alphabet to spell words 4. Talk about things related to the calendar 5. Learn about the Aztec calendar 1.Describe the weather 2. Identify the seasons 3. Compare weather in the Northern and Southern hemispheres. 1. How would you greet and introduce yourself to others at different times of day? 2. How would you inform someone of the correct time and date if they asked you on the street? 3. How would you answer someone who has just asked about the current weather conditions? 4. How would you compare/contrast greetings and introductions between Hispanic cultures and US culture? 5. Where is Spanish spoken in the world? (use map) Students reinforce and further their knowledge of other disciplines through the foreign language Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Students demonstrate understanding

2 3-4 1-A Likes and dislikes, activities, infinitives, making negative statements, cultural favorite activities of the concept of culture through comparisons of the cultures studied and their own. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 1.Talk about activities you like and don t like to do 2. Ask others what they like to do 3. Understand cultural perspectives on favorite activities 4. Identify an infinitive 1. Can you exchange information regarding your likes and dislikes with a pen pal? 2. Can you compare and contrast places where teens gather to spend free time and leisure activities (US culture and Spanish-speaking culture)? 3.1 Cross-curricular 3.2 Target Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures B Personality traits, adjectives, cultural friendship, definite and indefinite articles, word order, Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 1.Talk about personality traits 2. Ask and tell what people are like 3. Use adjectives to describe people 4.Understand cultural perspectives on friendship 1. Can you compose a short autobiography describing your personality to others? 2. Can you examine another s likes and dislikes and predict what their personality traits are?

3 placement of adjectives 2. Can you compare and contrast the words friend and amigo? A School subjects and schedules, compare school with that in a Spanish-speaking country, subject pronouns, present tense of ar verbs Students use the language both within and beyond the school setting. 2.1Practices and Perspectives 3.2 Target 1. Talk about school schedules and subjects 2. Discuss what students do during the day 3. Ask and tell who is doing an action 4. Compare your school with that of a Spanish-speaking country s 5. Use subject pronouns and present ar verbs to tell who is doing an action. 1. Could you develop the ideal daily school schedule? 2. Can you use present tense verb conjugations to indicate what you and others are doing? 3. How would you compare/contrast a cheer from your school with one of the Spanish soccer cheers from the reading? B Classroom vocabulary, location words, plurals of nouns and articles, estar. 1. Describe a classroom 2. Indicate where things are located 3. Talk about more than 1 object or person in school 1. How would you help a fellow student find a missing object in your classroom by giving hints (using location vocabulary)? 2. How do you compare and contrast your school with a

4 school in a Spanish-speaking country? A Food and drink vocabulary for breakfast and lunch, likes and dislikes (plural), how often phrases, cultural meals, present tense of er/-ir verbs, me gustan, me encantan 5.1Beyond the School Talk about foods and beverages for breakfast and lunch 2. Talk about likes and dislikes 3. Express how often something is done on meals 1. What would you order each day for breakfast and lunch in a Spanish-speaking country? 2. Can you express your opinion about what you eat and drink? 3. Can you analyze how often you and others do a particular activity? 4. How would you differentiate between typical breakfast habits of US culture and Spanishspeaking culture? B Foods and beverages for dinner, adjectives to describe food, healthy eating and exercise habits, cultural perspectives in diet, plurals of adjectives, ser 1. Talk about foods and beverages for dinner 2. Describe what people and things are like 3. Discuss food, health, and exercise choices on diet and health 1. How would you create a plan for a healthy lifestyle regarding diet and exercise? 2. Can you compare cultural home/herbal remedies used in your home with those common in a Spanish-speaking country? including speaking, reading, writing and listening.

5 3.2 Target A Locations in the community, leisure activities, where people go and with whom, cultural leisure activities, verb ir, asking questions/question words 3.2 Target 1. Talk about locations in your community 2. Discuss leisure activities 3. Talk about where to go and with whom 4. Learn how to ask questions 5. Understand cultural perspectives on leisure activities 1. Can you ask for directions to a location in the community and then find that location using the information you have been given? 2. Can you compare one of your favorite childhood poems/chants/games with one from a Spanish-speaking country? including speaking, reading, writing and listening B Activities outside of school, extend, accept, decline invitations, tell when an event happens, cultural perspectives on after-school activities, ir+a+infinitive, verb jugar, stem-changers. 1 Talk about activities outside of school 2. Extend, accept, and decline invitations 3. Tell when an event happens on after-school activities 1. How would you invite a friend to do a leisure activity with you? 2. How would you accept or decline an invitation from a Spanish-speaking friend? 3. Can you compare/contrast how Spanish-speaking teens spend their leisure time with how US teens spend their leisure time? including speaking, reading, writing and listening.

6 3.2 Target 4.2

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