Prepared on a cooperative effort by: Stanton Community Schools

Prepared on a cooperative effort by: Stanton Community Schools Administrated by: Michael J. Sieh, Superintendent, Stanton Community Schools

Table of Contents ACKNOWLEDGEMENTS... 3 DISTRICT MISSION STATEMENT... 4 GOALS... 4 SPANISH MISSION STATEMENT... 4 SPANISH CURRICULUM GUIDES... 5 SEVENTH GRADE SPANISH CURRICULUM... 5 EIGHTH GRADE SPANISH CURRICULUM... 6 SPANISH I CURRICULUM... 8 SPANISH II CURRICULUM... 11 SPANISH III CURRICULUM... 14 Spanish 2013 August 13 2

Acknowledgements Secondary Hirschman, Melora... Stanton Jessen, Meredith... Stanton Paxton, Teresa... Stanton Administrators Cunningham, David... Stanton McKeon, Mary... Stanton Sieh, Michael... Stanton The Stanton Community Schools would like to thank all of the teachers, counselors, and administrators for the commitment, dedication, and the outstanding effort that was put forth by the individuals who are listed on this page. Without the teachers, who are the experts in their curriculum field, this process would be impossible. Spanish 2013 August 13 3

District Mission Statement The Stanton Community Schools exist to create, foster and provide a positive learning environment in which all students can become responsible and productive citizens of the United States of America through academic, physical, social, vocational and emotional growth. The students will: Goals 1. Participate in a 21st century learning pedagogy by a. Meeting or exceeding learning standards in the core curricular areas of Language Arts, Mathematics, Science and Social Science. b. Acquiring lifelong learning skills such as self-direction, adaptability, and higher-order thinking/problem solving. Also included in these learning skills are researching information & reporting results, developing inter-personal & cross cultural relationships, and utilizing the student s curiosity & creativity. c. Utilizing learning technologies to explore & investigate concepts; access, manage, analyze, & synthesize information; and communicate & produce quality products. 2. Be prepared to compete in a global society following graduation. 3. Develop respect and a positive attitude for themselves and others. 4. Assume civic responsibility as a member of a family, community, nation, and world. 5. Appreciate the arts. 6. Be provided with vocational and technological skills. 7. Have the knowledge and skills needed to maintain healthy and fit bodies throughout their lives. 8. Be provided an environment that stimulates emotional growth. 9. Develop effective work ethics. Spanish Mission Statement LS Curriculum Developers believe every student can be successful at communicating in the target language, gaining knowledge and understanding of Hispanic cultures, and developing insight into their own language and culture. Spanish 2013 August 13 4

Spanish Curriculum Guides Seventh Grade Spanish Curriculum Purpose Statement: Seventh grade students will communicate in oral and written Spanish, gain knowledge of Hispanic culture, and identify differences between Hispanic and English cultures. Focus: School, Sports, Sustained Conversation, Verbs, Geography of Mexico Outcome SPAN.7.1: Students will be able to recite and pronounce vocabulary. SPAN.7.1.1 SPAN.7.1.2 SPAN.7.1.3 SPAN.7.1.4 State subjects as they are found in the 7 th grade class schedule. State items that are found in 7 th grade sport-related activities. Name land formations that are found in Mexico. Communicate areas found within a school building. Outcome SPAN.7.2: Students will communicate in oral and written Spanish. SPAN.7.2.1 SPAN.7.2.2 SPAN.7.2.3 SPAN.7.2.4 SPAN.7.2.5 Express time on a clock. Construct sentences using the progressive tense of AR verbs. Construct sentences using tener. Construct sentences using venir. Compare and contrast the uses of ser versus estar. Outcome SPAN.7.3: Students will gain knowledge of Hispanic culture. SPAN.7.3.1 SPAN.7.3.2 SPAN.7.3.3 SPAN.7.3.4 Describe the division of Mexican land into states. Characterize climates of Mexico. Collect tourist information of Mexico. Construct an itinerary that would be needed for trip to Mexico. Spanish 2013 August 13 5

Eighth Grade Spanish Curriculum Purpose Statement: Eighth grade students will communicate in oral and written Spanish, and report knowledge of ancient Hispanic culture. Focus: Introductions, Basic Conversation, Asking and Responding to Questions to Express Feelings and Emotions, Conjugation of the Verbs ser and estar, Adjective Agreement, Ancient Civilizations of Mexico Outcome SPAN.8.1: Students will model proper pronunciation of Spanish vocabulary. SPAN.8.1.1 SPAN.8.1.2 SPAN.8.1.3 SPAN.8.1.4 Recite and reinforce the Spanish alphabet. Recite and reinforce syllable chant of all possible CV (Consonant/Vowel) syllables and vocabulary. Separate Spanish words into syllables. Compose proper pronunciation of Spanish vocabulary. Outcome SPAN.8.2: Students will create and present a report or presentation about ancient Mexican civilizations. SPAN.8.2.1 SPAN.8.2.2 SPAN.8.2.3 SPAN.8.2.4 SPAN.8.2.5 SPAN.8.2.6 SPAN.8.2.7 Identify key ruins of ancient Aztec and Mayan civilizations and discuss the importance of each site. Compare and contrast daily life of ancient Aztec and Mayan civilizations. Compare and contrast the Mayan math system with the American math system. Examine religious beliefs and traditions of ancient Aztec and Mayan civilizations. Create an Aztec art project replicating Aztec artifacts. Interpret Mayan syllables and design their name in Mayan hieroglyphics. Perform the outcome. Outcome SPAN.8.3: Students will compare and contrast Spanish grammar to English grammar. SPAN.8.3.1 SPAN.8.3.2 SPAN.8.3.3 SPAN.8.3.4 SPAN.8.3.5 Identify Spanish words as nouns, verbs, or adjectives. Choose Spanish masculine or feminine adjectives to illustrate knowledge of noun-adjective agreement. Conjugate the singular forms of the verbs ser and estar. Apply proper noun-verb placement in Spanish sentences. Differentiate between Spanish masculine and feminine nouns. Spanish 2013 August 13 6

Outcome SPAN.8.4: Students will generate oral and written conversations in Spanish. SPAN.8.4.1 SPAN.8.4.2 SPAN.8.4.3 SPAN.8.4.4 Produce basic conversational greetings and interpret proper Spanish replies. Generate polite conversations in Spanish at an introductory level. Role play conversations in Spanish by discussing emotions and personalities. Compose simple sentences in Spanish using adjectives that agree with the noun or subject. Spanish 2013 August 13 7

Spanish I Curriculum Purpose Statement: Spanish I students will communicate in basic oral and written Spanish, and identify differences between Hispanic and English cultures. Focus: Regular and Irregular Present Tense -ar, -er and -ir Verbs, School, Sports, Family, Housing, Basic Introductory Conversations, Food, Día de los Muertos, Spanish Culture and Tradition, and Basic Grammar Structure Outcome SPAN.I.1: Students will construct greetings and goodbyes using proper Spanish conversation. SPAN.I.1.1 Ask someone s name and say their own name. SPAN.I.1.2 Inquire how someone is and state how they are. SPAN.I.1.3 Identify subjects, verbs, and subject pronouns. SPAN.I.1.4 Relate the time, the date, and the day using numbers 0-31. SPAN.I.1.5 Conduct an introduction of people and state where they are from. SPAN.I.1.6 Conjugate the verb ser into five forms. SPAN.I.1.7 Produce sentences with correct punctuation marks and written accents. Outcome SPAN.I.2: Students will generate conversations about physical descriptions. Students will design dialogues sharing likes and dislikes. SPAN.I.2.1 SPAN.I.2.2 SPAN.I.2.3 SPAN.I.2.4 SPAN.I.2.5 SPAN.I.2.6 Describe people s personalities and physical attributes. Choose proper form of the definite articles, and apply them to nouns. Use the singular or plural form of the verb gustar to express likes and dislikes of personally chosen items. Classify adjectives by both gender and number. Differentiate among meanings and use of de. Point out someone s age and birthday. Spanish 2013 August 13 8

Outcome SPAN.I.3: Students will engage in conversation, and exchange information and opinions regarding daily events. SPAN.I.3.1 SPAN.I.3.2 SPAN.I.3.3 SPAN.I.3.4 SPAN.I.3.5 SPAN.I.3.6 Give examples of what daily activities they want to do using proper conjugation of the verb querer. Express various weather conditions using the verb hacer. Construct complete phrases using proper conjugation form of the verbs jugar and ir. Illustrate everyday activities by conjugating regular -ar verbs. Compare with others what they like to do. Adapt subject pronouns to agree with placement depending on how they are being used in the sentence. Outcome SPAN.I.4: Students will generate conversations about school concentrating on different verb usage. SPAN.I.4.1 SPAN.I.4.2 SPAN.I.4.3 SPAN.I.4.4 SPAN.I.4.5 SPAN.I.4.6 SPAN.I.4.7 SPAN.I.4.8 Give examples of school items they have and what they need using proper conjugation of the verb tener. Report about class activities and courses. Choose proper form of the indefinite articles, and apply them to nouns. Apply proper conjugation of the verb tener and its usage. Properly conjugate regular -er and -ir verbs. Properly conjugate irregular verbs venir, hacer, poner, traer, salir, saber, and ver. Converse about plans to attend school events. Role play an invitation scenario using ir a plus infinitive structure. Outcome SPAN.1.5: Students will relate family members, housing accommodations, and chores while using proper irregular verb conjugation. SPAN.I.5.1 SPAN.I.5.2 SPAN.I.5.3 SPAN.I.5.4 SPAN.I.5.5 SPAN.I.5.6 SPAN.I.5.7 Describe people in family relationships. Demonstrate proper usage of possessive adjectives by both gender and number. Generate a conversation using household locations, chores, and items. Compose sentences that use no, nunca, tampoco, nadie, nada, and other similar negation. Conjugate verbs that are stem-changing o ue and e ie. Combine proper conjugation of the verb estar with prepositions to describe locations of objects. Compose sentences using proper form of the verbs tocar and parecer. Spanish 2013 August 13 9

Outcome SPAN.I.6: Students will generate conversations about food that utilizes meal time vocabulary. SPAN.I.6.1 SPAN.I.6.2 SPAN.I.6.3 SPAN.I.6.4 SPAN.I.6.5 SPAN.I.6.6 SPAN.I.6.7 Describe the taste and temperature of different types of food. Categorize food into traditional meals and food groups. Select direct objects in sentences and replace each with the proper direct object pronoun. Role play conversations to request food items and tableware while dining out. Construct sentences that tell others what to do using informal commands. Conjugate verbs that are stem-changing e i. Compare and contrast use of the verbs ser and estar. Outcome SPAN.I.7: Students will summarize contributions of Spanish-speaking countries as they make connections with geography, art, architecture, food, and celebrations. SPAN.I.7.1 SPAN.I.7.2 SPAN.I.7.3 SPAN.I.7.4 SPAN.I.7.5 SPAN.I.7.6 Explain the Mexican celebration of Día de los Muertos. Discuss a current event from a Spanish-speaking country. Design a passport highlighting Spanish-speaking countries. Create and present a project demonstrating knowledge of Día de los Muertos. Evaluate the origins of the Día de los Muertos traditions of Spanish culture and Aztec culture. Compare and contrast traditions of Día de los Muertos to Memorial Day. Spanish 2013 August 13 10

Spanish II Curriculum Purpose Statement: Spanish II students will communicate in intermediate oral and written Spanish, and identify differences between Hispanic and English cultures. Focus: Regular and Irregular Preterite Tense -ar, -er, and -ir Verbs, Formal and Informal Commands, Present Progressive, Body Parts, Injuries, Indirect Object Pronouns, Reflexive Verbs, Hobbies, Around the Town, Professions, Housing, Quinceañeras, Spanish Culture and Tradition, Intermediate Grammar Structure Outcome SPAN.II.1: Students will demonstrate previous knowledge in a conversational setting by describing friends and family members. SPAN.II.1.1 SPAN.II.1.2 SPAN.II.1.3 SPAN.II.1.4 SPAN.II.1.5 SPAN.II.1.6 Ask about people, routines, and activities. Select an appropriate tener idiom for common expressions. Converse using knowledge of Spanish I vocabulary. Construct sentences using verbs with reflexive pronouns. Apply the present participle verb to the correct form of estar to say what is happening now. Apply knowledge of grammar rules learned at the Spanish I level to the Spanish II level. Outcome SPAN.II.2: Students will generate conversations using vocabulary about professions, commands, indirect object pronouns, and verbs saber, conocer, dar, and decir. SPAN.II.2.1 SPAN.II.2.2 SPAN.II.2.3 SPAN.II.2.4 SPAN.II.2.5 SPAN.II.2.6 SPAN.II.2.7 Indentify indirect objects in sentences and replace with appropriate indirect object pronouns. Choose appropriate vocabulary to describe rooms in a house. Construct sentences applying dar and decir while tying in indirect object pronouns. Design a poster illustrating a profession and the vocabulary associated with it. Formulate conversations that give, and respond to, instructions and commands. Conjugate regular preterite tense of -ar, -er, and -ir verbs. Compare and contrast usage of the verbs saber and conocer. Spanish 2013 August 13 11

Outcome SPAN.II.3: Students will engage in conversation and exchange information regarding directions around town. SPAN.II.3.1 SPAN.II.3.2 SPAN.II.3.3 SPAN.II.3.4 SPAN.II.3.5 SPAN.II.3.6 Ask for and give information pertaining to town activities. Ask for and give directions within a town. Apply preterite verb usage to shopping experiences. Design a poster that illustrates the personal and passive use of se. Conjugate irregular preterite verbs andar, tener, venir, dar, and ver as well as verbs ending in -car, -gar, -zar, and the verb conocer. Use formal commands to give a series of directions. Outcome SPAN.II.4: Student will compose a short essay describing a prior injury and events leading up to it. SPAN.II.4.1 SPAN.II.4.2 SPAN.II.4.3 SPAN.II.4.4 SPAN.II.4.5 SPAN.II.4.6 Identify parts of the body, and ailments that are associated with them. Apply appropriate emotional actions to various competitive events. Conjugate preterite verbs caerse, ponerse, decir, ser, estar, and stem-changing -ir verbs. Develop a sentence using a past participle. Evaluate the different grammar structure when using reflexive pronouns and direct objects in a Spanish sentence. Perform the outcome. Outcome SPAN.II.5: Students will converse about daily and routine activities. SPAN.II.5.1 SPAN.II.5.2 SPAN.II.5.3 SPAN.II.5.4 SPAN.II.5.5 SPAN.II.5.6 Express interest and disinterest in hobbies. Establish time lines and talk about how long something has been going on. Use hace plus time expressions. Relate how possessive pronouns agree with the nouns they refer to. Differentiate between usage of pero and sino. Conjugate preterite verbs poder and traer. Create expressions to tell someone to hurry. Spanish 2013 August 13 12

Outcome SPAN.II.6: Students will summarize contributions of Spanish-speaking countries as they make connections with geography, history, nature, fine arts, sports, architecture, food, and celebrations. SPAN.II.6.1 SPAN.II.6.2 SPAN.II.6.3 SPAN.II.6.4 SPAN.II.6.5 Explain the Mexican celebration of the Quinceañera. Discuss a current event from a Spanish-speaking country. Design a passport highlighting Spanish-speaking countries. Create and present a project demonstrating knowledge of the Quinceañera. Compare and contrast the Quinceañera tradition with Sweet Sixteen Celebrations. Spanish 2013 August 13 13

Spanish III Curriculum Purpose Statement: Spanish III students will communicate in oral and written Spanish, gain knowledge of Hispanic culture, and analyze Hispanic contributions to literature. Focus: Hygiene, Imperfect Verb Tense, Preterite Verb Tense, Cervantes Outcome SPAN.III.1: Students will be able to recite and pronounce vocabulary. SPAN.III.1.1 Review reflexive verbs. SPAN.III.1.2 Recite vocabulary regarding grooming and hygiene. SPAN.III.1.3 Compare and contrast reflexive verbs and gustar verbs. SPAN.III.1.4 Compare and contrast imperfect verbs and preterite verbs. Outcome SPAN.III.2: Students will engage in oral and written communication. SPAN.III.2.1 Construct sentences using imperfect verb tense. SPAN.III.2.2 Produce written work about an event in the past. SPAN.III.2.3 Perform a skit on a visit to the doctor s office. Outcome SPAN.III.3: Students will gain knowledge of Hispanic culture. SPAN.III.3.1 Identify key roles of Cervantes in Spanish literature. SPAN.III.3.2 Produce an itinerary for a mock trip to a Spanish speaking country. SPAN.III.3.3 Analyze writings of Cervantes. Spanish 2013 August 13 14