Spanish 1B Curriculum Guide
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- Felix Stevenson
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1 National Stards Thematic Concepts Student Evidence Resources Interpretive Mode Stard 1.2: Students underst interpret written spoken Classroom words After school activities School supplies School clothing School in USA in Latin American countries Students identify the vocabulary word in a category that does not belong Follow directions/instructions through actions Identify if statements are true or false Read a menu, ticket, description, etc. based on appearance Comprehend a video clip Comprehend audio Identify based on images Participate in basic games for comprehension Chapter 3 4 weeks or as per your department s pacing Differentiation for Chp 3 For struggling students: #2.3.1 Ed tech #1.1.1 Select use common applications Students identify parts of speech using clickers Generate ideas create original works for personal group expression using a variety of digital tools Students use quizlet.com to create flashcards, work on pronunciation, memorize vocabulary 1. to practice spelling recognizing vocabulary. Create your own set or browse to find others. 2. Estudio online has many tutorials as well as practice sites for Asi se Dice s grammar vocabulary. If you need a code, contact your coordinator. For extending the lessons for students who are ready to move on: 1. Have your students use Estudio to do work that 1
2 corresponds to what you re teaching in the pre AP workbook. This is more challenging. 2. Have your students do work online in Estudio, recording their voices to submit to you. Interpretive Mode Stard 1.2: Students underst interpret written spoken Stard 4.1: Students demonstrate understing of the nature of language through comparisons of the language studied their own Present tense AR verb conjugations Irregular verbs IR DAR ESTAR Contractions al del Students label patterns of language Students compare the target language to their first language Comprehend a video clip Comprehend audio Participate in basic games for comprehension Comprehend a graphic organizer Chapter 3 Differentiation for Chp 3 For struggling students: 1. Have your students go to: for practice conjugating verbs. 2. Estudio online has many tutorials as well as practice sites for Asi se Dice s grammar vocabulary. If you need a code, contact your coordinator. For extending the lessons for students who are ready to move 2
3 on: 1. Have your students use Estudio to do work that corresponds to what you re teaching in the pre AP workbook. This is more challenging. 2. Have your students do work online in Estudio, recording their voices to submit to you. Interpretive & Interpersonal Modes Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange opinions. Stard 1.2: Students underst interpret written spoken Sentence structure Questions Answers Paragraphs: small stories, dialogues other input Students follow instructions by responding to gestures Students follow a series of directions/instruction demonstrating comprehension through their actions (TPR) Students participate in games that enhance cement their knowledge Students engage in short stories readings Key Ideas Details #1 Key Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. Chapter 3 Differentiation for Chp 3 For struggling students: 1. Use flashcards whiteboards to have students practice sentence order. 2. Have your students pair up with a more advanced student when writing or creating a skit. For extending the lessons for students who are ready to move 3
4 Ideas Details #2 on: 1. Have your students use Estudio to do work that corresponds to what you re teaching in the pre AP workbook. This is more challenging. 2. Allow your students to go to to practice more advanced forms of the verbs you are studying. Interpretive Mode Stard 1.2: Students underst interpret written spoken Interpersonal & Interpretive Modes Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange 4 Food meals Eating habits Ordering a meal Places to eat ER/IR verbs Infinitive construction: ir + a, tener que, acabar de. Students identify the vocabulary word in a category that does not belong Follow directions/instructions through actions Identify if statements are true or false Read a menu. based on appearance Comprehend a video clip Comprehend audio Identify based on images Participate in basic games for comprehension Students demonstrate empathy for others by responding to a prompt (in English) Students compare contrast meals from a variety of Spanish speaking countries (in English) Students discuss other s points of view, ways of life, contributions to the world (in English) Students describe cultural norms about food related topics (in English) Chapter weeks or as per your department s pacing Differentiation for Chp 4 For struggling students: 1. to practice spelling recognizing vocabulary. Create your own set or browse to find others. 2. Estudio online has many
5 opinions. Stard 1.2: Students underst interpret written spoken Stard 2.1: Students demonstrate an understing of the relationship between the practices perspectives of the culture studied. #1.3.2 Research to Build Present Knowledge #7 Production Distribution of Writing #6 Locate organize information from a variety of sources media Students use the Internet to research aspects of culture Conduct short as well as more sustained research projects based on focused questions, demonstrating understing of the subject under investigation. Use technology, including the Internet, to produce publish writing to interact collaborate with others. tutorials as well as practice sites for Asi se Dice s grammar vocabulary. If you need a code, contact your coordinator. 3. Go to for more practice with ER/IR verbs. For extending the lessons for students who are ready to move on: 1. Have your students use Estudio to do work that corresponds to what you re teaching in the pre AP workbook. This is more challenging. 2. Give your students more infinitive constructions than those in the guide. 3. Have your students create a visual for infinitive construction to display in the classroom 5
6 Sentence structure Questions Answers Paragraphs: small stories, dialogues other input Students follow instructions by responding to gestures Students follow a series of directions/instruction demonstrating comprehension through their actions (TPR) Students participate in games that enhance cement their knowledge Students engage in short stories readings Key Ideas Details Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. #1 Key Ideas Details Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. #2 Presentational, Interpretive Interpersonal Modes Stard 1.1: Students engage in conversations, 6 Sports Uniforms Colors Verbs: gustar/interesar/ aburrir present Students write a description of family friends using current grammar Students read about family sports with new grammar Students describe their school to friends foreigners Students practice conjugating verbs kinesthetically Chapter 5 4 weeks or as per your department s pacing
7 provide obtain information, express feelings emotions, exchange opinions. Stard 1.2: Students underst interpret written spoken Stard 1.3: Students present information, concepts, ideas to an audience of listeners or readers on a variety of Stard 4.1: Students demonstrate understing of the nature of language through comparisons of the language studied their own. tense Stem changing verbs present tense Indirect Object Pronouns Team sports in USA x Spanish-speaking countries #2.3.2 Key Ideas Details #1 Purposes #2 Select use online applications Students use conjuguemos.com to practice verb forms tenses Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. Differentiation for Chp 5 For struggling students: 4. to practice spelling recognizing vocabulary. Create your own set or browse to find others. 5. Estudio online has many tutorials as well as practice sites for Asi se Dice s grammar vocabulary. If you need a code, contact your coordinator. 6. Go to for more practice with stem-changing verbs. For extending the lessons for students who are ready to move on: Production Distribution of Writing Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. 4. Have your students use Estudio to do work that corresponds to what you re teaching in the pre AP workbook. This is more challenging. 5. Give your students more 7
8 #4 Production Distribution of Writing #5 Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. stem-changers than those in the guide. Have your students create a visual for stem-changing verbs to display in the classroom Presentational Mode Stard 1.3: Students present information, concepts, ideas to an audience of listeners or readers on a variety of Basic sentence structure Questions Answers Paragraphs: small stories, dialogues other input Students write a letter about themselves their lives here in Spokane to a pen pal Students produce information about themselves, family, home #1.1.1 #2.3.1 Generate ideas create original works for personal group expression using a variety of digital tools. Select use common applications. Students create a video (e.g. puppet show), photo story, podcast, /or Power point about themselves. scho ol to shar e with class in a pres enta tion Chapter 5 8
9 Purposes Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. #3 Interpretive & Presentational Modes Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange opinions. Stard 1.2: Students underst interpret written spoken Personality Conditions Emotions The Doctor s Office Students can describe how they feel in different situations using the correct verb adjective agreement Students can ask answer about personality traits of friends family Students are able to converse with a doctor about ailments medical problems. Students can identify use all vocabulary. Purposes #3 Key Ideas Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn McGraw-Hill, Así se Dice, Level 1, Chapter 6 4 weeks or as per your department s pacing. Differentiation for Chp 6 For struggling students: 1. to practice spelling recognizing vocabulary. Create your own set or browse to find others. 2. Estudio online has many tutorials as well as practice sites for Asi se Dice s grammar vocabulary. If you need a code, contact your 9
10 Details #1 #1.1.1 #2.3.1 from the text. Generate ideas create original works for personal group expression using a variety of digital tools. Select use common applications. Students create a video (e.g. puppet show), photo story, podcast, /or Power point describing where their family is from what they are like, using ser x estar. coordinator. 3. Go to for more practice with ser x estar. For extending the lessons for students who are ready to move on: 1. Have your students use Estudio to do work that corresponds to what you re teaching in the pre AP workbook. This is more challenging. 2. Give your students more adjectives for SER x ESTAR than those in the guide. Have your students create a visual for SER x ESTAR to display in the classroom Interpretive Mode Stard 1.2: Students underst interpret written spoken 10 SER X ESTAR Students are able to differentiate between the uses of SER x ESTAR use them correctly in conversations Students label patterns of language Students compare the target language to their first language Comprehend a video clip Comprehend audio Participate in basic games for comprehension Comprehend a graphic organizer
11 Stard 4.1: Students demonstrate understing of the nature of language through comparisons of the language studied their own 0 #2.3.2 #2.3.1 Select use online applications Students use conjuguemos.com to practice verb forms Select use common applications Students use a smart board to color-code, high light position language pieces #2.3.1 Select use common applications Students identify the correct verbs using clickers Interpretive & Presentational Modes Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange opinions. Stard 1.2: Students underst interpret written spoken Stard 1.3: Students present information, concepts, ideas to an audience of listeners or 11 Demonstrate correct use of formal informal speech Compare contrast school life in the U.S. Spanish-speaking countries Compare contrast after school activities in the U.S. vs. Spanish-speaking countries Compare contrast eating habits Order a meal applying cultural with-it-ness Compare contrast team sports in the U.S. Students write from the point of view of another person Students produce a Venn Diagram to compare contrast cultural aspects of target language our own culture Students respond to prompts regarding cultural topics Give a presentation on an aspect of culture #2.3.1 Select use common applications. Students create a Power Point/Prezi or any app presentation on a cultural component to present information. Chapters 3, 4, 5, 6
12 readers on a variety of Stard 2.1: Students demonstrate an understing of the relationship between the practices perspectives of the culture studied. vs. Spanish speaking Purposes #3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. Stard 2.2: Students demonstrate an understing of the relationship between the products perspectives of the culture studied. Production Distribution of Writing #4 Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. 12
13 Interpersonal Mode Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange opinions. Stard 1.2: Students underst interpret written spoken Stard 1.3: Students present information, concepts, ideas to an audience of listeners or readers on a variety of Basic conversations with targeted vocabulary Role play with targeted vocabulary Students present a skit or a dialogue Students exchange information with the teacher Students use the Internet to exchange information with others #1.3.2 Locate organize information from a variety of sources media Students use the Internet to research aspects of targeted culture language Chapters 3, 4, 5, 6 13
14 Production Distribution of Writing #6 Use technology, including the Internet, to produce publish writing to interact collaborate with others. Interpersonal Mode Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange opinions. Uses appropriate register Impromptu questions responses Students answer questions from the teacher using appropriate formal or informal language Students maintain a back forth exchange of information with students from other countries #2.3.2 Select use online applications Students use a blog to communicate with other Spanish speakers. Chapters 3, 4, 5, 6 Stard 1.2: Students underst interpret written spoken 14
15 Interpersonal Mode Dialogues Conversations Student articulates opinions in small large group settings Students hold a simple conversation/debate with each other Chapters 3, 4, 5, 6 Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange opinions. Stard 1.2: Students underst interpret written spoken #1.2.2 Purposes #1 Develop cultural understing global awareness by engaging with learners of other cultures Students use online message boards to provide exchange information Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. 15
16 Purposes Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. #2 Interpersonal & Presentational Modes Uses appropriate register Follows cultural norms when communicating Incorporates cultural information Students role-play situations that take place in other countries Production Distribution of Writing #6 Use technology, including the Internet, to produce publish writing to interact collaborate with others. Chapters 3, 4, 5, 6 Intrepretive Mode Stard 1.2: Students underst interpret written spoken Reads/listens to information responds in writing/speaking Students use a blog to read respond to a relevant prompt. Students read/listen to information provide written/oral responses in a summative assessment #1.2.2 Develop cultural understing global awareness by engaging with learners of other cultures Chapters 3, 4, 5, 6 16
17 Stard 1.3: Students present information, concepts, ideas to an audience of listeners or readers on a variety of Key Ideas Details Students use online message boards to provide exchange information Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. #1 Key Ideas Details Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. #2 Purpose s Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. 17
18 #2 Interpretive & Presentational Modes Stard 1.1: Students engage in conversations, provide obtain information, express feelings emotions, exchange opinions. Reads/listens to information responds in writing/speaking Common district end of semester assessment Key Ideas Details #1 Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Chapters 3, 4, 5, 6 Spend one week reviewing give the written oral sections a day or two before the Amplify portion. Stard 1.2: Students underst interpret written spoken Stard 1.3: Students present information, concepts, ideas to an audience of listeners or readers on a variety of Stard 2.1: Students demonstrate an understing of the relationship between the practices perspectives of the culture studied. Stard 2.2: Students demonstrate an 18 Key Ideas Details #2 Purpose Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content.
19 understing of the relationship between the products perspectives of the culture studied. s #2 Producti on Distribut ion of Writing #4 Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. Presentational Mode Stard 5.1: Students use the language both within beyond the school setting. Stard 2.2: Students demonstrate an understing of the relationship between the products perspectives of the culture studied Music Movies Authentic texts Mentoring Internet communication Phone communication Food Sporting events Travel Community events. Students write a reflection piece on a cultural experience Students compare contrast products of cultures Purpose s #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. Chapters 3, 4, 5, 6 19
20 Purpose s #2 * Purpose s #3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. Producti on Distribut ion of Writing #4 Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. 20 Producti on Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
21 Distribut ion of Writing #5 21
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