MADISON PUBLIC SCHOOL DISTRICT
SPANISH I (MHS)
Authored by: Barbara Neto
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Spanish I is an introductory high school course offered to beginning students or students who have
begun their studies in junior school, but need further practice before continuing. This course
provides an introduction to the four basic communication skills of language learning: listening,
speaking, reading and writing, with an emphasis on the first two skills. Basic grammatical structures
and vocabulary are learned in the natural context of dialogues, short picture descriptions and
readings. Spanish culture is presented in conjunction with the various lessons. The approach is
multimedia.
All objectives are practiced with the goal of communicative and cultural awareness. Students will
communicate with spoken and written forms using interpretive, interpersonal and presentation
modes. Students will demonstrate understanding of a culture via these same three modes.
II. RATIONALE
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society
centered on the creation and communication of knowledge and ideas across geographical, cultural,
and linguistic borders. Individuals who effectively communicate in more than one language, with an
appropriate understanding of cultural contexts, are globally literate.
The study of another language and culture enables individuals to communicate face-to-face and by
virtual means in appropriate ways with people from diverse cultures. The study of another language
fosters attitudes, values, and skills that indicate a positive disposition and understanding of cultural
differences and that enhance cross-cultural communication.
III. GOALS (Linked to NJ Core Content Standards)
7.1 World Languages: All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
Language learners can be expected to move through levels of proficiency at different rates. In
addition, language learners may demonstrate differing proficiencies depending upon the
communicative mode in which they are functioning (interpersonal, interpretive, or presentational).
In Madison High School, students who are taking Spanish I should meet the cumulative progress
indicators for the Novice -Mid Level of proficiency. Novice-Mid Level students communicate
using memorized words and phrases to talk about familiar topics related to school, home, and the
community. By the end of Spanish I, students will:
A Interpretive Mode
1. Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
2. Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
3. Recognize a few common gestures and cultural practices associated with the target culture(s).
Identify familiar people, places, and objects based on simple oral and/or written descriptions.
4. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate,
culturally authentic materials on familiar topics.
B. Interpersonal Mode
1. Use digital tools to exchange basic information at the word and memorized-phrase level related
to self and targeted themes.
2. Give and follow simple oral and written directions, commands, and requests when participating
in age-appropriate classroom and cultural activities.
3. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings,
leave-takings, and daily interactions.
4. Ask and respond to simple questions, make requests, and express preferences using memorized
words and phrases.
5. Exchange information using words, phrases, and short sentences practiced in class on familiar
topics or on topics studied in other content areas.
C. Presentational Mode
1. Use basic information at the word and memorized-phrase level to create a multimedia-rich
presentation on targeted themes to be shared virtually with a target language audience.
2. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
3. Copy/write words, phrases, or simple guided texts on familiar topics.
4. Present information from age- and level-appropriate, culturally authentic materials orally or in
writing.
5..Name and label tangible cultural products and imitate cultural practices from the target culture(s).
IV. ESSENTIAL CONTENT AND ACTIVITIES
See attached.
V. EVALUATION
Listening, speaking, reading and writing in a variety of modes will be considered to
determine the final grade. Assessments will include:
▫
▫
▫
▫
▫
▫
▫
Tests and quizzes that accompany the text
Teacher-made achievement tests and quizzes
Aural testing
Oral testing in interpersonal and presentational modes
Written evaluations in interpersonal and presentational modes
Homework
Projects
VI. RESOURCES
Prentice Hall Realidades 1, Pearson 2009
Madison School District
Spanish I Scope and Sequence
Unit of
Study
“Para
empezar”
September
Key Vocabulary/ Language in
Key
Use Vocabulary/ Language in
Use
En la escuela
Greeting people
Introducing yourself
Classroom directions
Numbers 0-100
Telling time
Parts of the body
En la clase
Classroom vocabulary
Asking and answering
questions
Spanish alphabet
Calendar (Days, Months)
Aztec calendar
El tiempo
Describing weather
Identifying seasons
Weather in the Northern
and Southern H
Hemispheres
Activities/Assessment/Project
Activities/Assessment/Project
Dialogs/Skits
Clock Bingo
Pictionary
Math Solving
Formal/Familiar Role
Play
Listening activities (CD
program)
Songs
Multiple choice
True/False
Short answers
Workbook activities
Group game on Internet
/Weather in Northern
and Southern
Hemispheres
Cultural Connections
Cultural Connections
Why Speak Spanish
Values-Friendships
Formal /Informal
(Tu/Ud.)
Basic Commands
Cognates/Reading
Strategies
Weather in Northern and
Southern Hemispheres
Related Literature, Video, and
Related
Songs Literature, Video, and
Songs
Songs:
Alphabet Song
Number Song
Season Song
Videos:
Textbook video
Literature:
Realidades 1
Unit 1A
(Oct.Nov.)
Activities
you like
and don’t
like
Activities people like
and don’t like to do
Infinitives
Making negative
statements
Expressing agreement or
disagreement
Cognates
Pictionary
Dialogs/Skits
Formal/Familiar Role
Play
Songs
YouTube (dance/music)
Listening Activities (CD
program)
Fill in the blanks
Multiple choice
True/False
Short answers
Workbook activities
Group game on
board/happy face-sad
face
Internet games
(infinitives)
Favorite activities of
teens in Northern and
Southern Hemispheres
Music and Dance of
Spanish-speaking
countries
Spain –history/language/
popular gathering places
Songs/Music:
YouTube
Textbook (CD)
Videos:
Textbook video
YouTube /mambo
Literature:
Realidades 1
Unit of
Study
Unit 1B
(Nov.Dec.)
Talk about
what you
and others
are like
Key Vocabulary/ Language in
Use
Talk about personality
traits
Use adjectives to
describe people
(masc./fem.)
Definite/Indefinite
singular articles
Placement of adjectives
Gender-agreement rules
with adjectives
Activities/Assessment/Project
Pictionary
Dialogs/Skits
Formal/Familiar Role
Play
Listening Activities (CD
program)
Writing a “Poema en
diamante” (self desc.)
Fill in the blanks
Multiple choice
Matching
True/False
Songs/Music
Short answers
Workbook activities
Internet games (adj.)
Cultural Connections
Artists and their
work : Kahlo
Language in the
Caribbean
Music in the
Caribbean that
influence our music
Compare clothing
choice that reflect
personality
African influence on
music in the
Americas
Cognates that begin
with letters –es plus
consonant
Related Literature, Video, and
Songs
Songs/Music:
Internet –Caribbean
dance and music
Videos:
Textbook-video
You-Tube
(music)
Literature:
Realidades 1
Unit 2A
(Dec)
School
schedules
and
subjects
Talk about the school
day
Talk about the school
schedule
School subjects
School supplies
Ordinal numbers
Subject pronouns
Present tense of –ar
verbs
Adjectives
Describe your classes
Pictionary
Dialogs/Skits
Formal/Familiar Role
Play
songs
Card games(Numbers)
Listening Activities (CD
program)
Fill in the blanks
Multiple choice
True/False
Short answers
Workbook activities
Holidays around the
world
Internet games (school )
Leisure time during
school hours (Mexico)
Concept of Sunday
“family time” in Mexico
English language in
Spanish-speaking
counties
Fernando Botero and his
works
Migration patterns of
monarch butterflies
Traditional dances of
Mexico
Influences of Roman
Empire history on Spain
Similarities between
Mayan numbering
similarities between
Mayan numbering
system and Roman
numerals
The Mayan civilization
Holiday vocabulary
Songs:
Realidades
Numbers
Videos:
Textbook video
Internet :Art
Holidays
Literature:
Realidades1
Unit 2B
(Jan)
Describe
the
classroom
and where
things are
located
Describe a classroom
Indicate where things
are located
Plurals of nouns,
adjectives and articles
Verb “Estar”
Spanish-speaking
countries
Pictionary
Dialogs/Skits
Formal/Familiar Role
Play
Group game on Internet
(where things are in the
classroom)
Songs
Listening Activities (CD
program)
Fill in the blanks
Multiple choice
True/False
Short answers
Workbook activities
Spanish –speaking
countries Project
Schools in Mexico
Spanish-speaking
countries
Sor Juana Ines de la
Cruz (Mexico)
UNICEF
Uniforms in schools
(Spanish-speaking )
Spanish-speakers and
jobs in United States
Songs:
Realidades
Videos:
Textbook Realidades
Internet (Schools in
Spanish-speaking
countries)
Literature:
Realidades 1
Unit of
Study
UNIT 3A
(Feb)
Foods and
beverages
for the
three meals
Key Vocabulary/ Language in
Key Vocabulary/ Language in
Use
Use
Foods for the three
meals
Preferences concerning
foods and beverages
Eating habits in the
USA and Spanishspeaking countries
Usage of me gusta and
me encanta
Nouns modifying other
nouns
Present tense of –er and
–ir verbs
Activities/Assessment/Project
Activities/Assessment/Project
Pictionary
Bingo (foods)
Dialogs/Skits
Formal/Familiar Role
Play
Group games (food for
the three meals)
Textbook (CD) games
Songs
Listening Activities
Fill in the blanks
Multiple choice
True/False
Short answers
Menu Project
Workbook activities
Cultural Connections
Cultural Connections
Habits during the three
meals in Spanishspeaking countries
How to make “churros y
chocolate”and
enchiladas
Bartolome Murillo and
his works
Machu Picchu and
Galapagos Islands and
tortoise
The creation of
environmentally
protected areas
The local availability of
foods from Spanishspeaking countries
Cognates/Reading
Related Literature, Video, and
Related Literature, Video, and
Songs
Songs
Songs:
Relidades
Textbook (CD)
Videos:
Textbook (CD)
(Food and Meals)
Literature:
Realidades 1
Unit of
Study
UNIT 3B
(March)
Healthy
Foods and
Beverages
For the
three
meals
Key Vocabulary/ Language in
Use
Food groups and healthy
diet
Food preferences and
meals
Healthy lifestyle choices
Personality traits of
various people
Open-air markets
Communal nature of
“mate”
“La Tomatina “ festival
Compare places people
shop for produce
The plurals of adjectives
The verb “ser”
Activities/Assessment/Project
Pictionary
Bingo (foods)
Dialogs/Skits
Formal/Familiar Role
Play
Group game (Food
Pyramid)
Songs
Listening Activities
Fill in the blanks
Multiple choice
True/False
Short answers
Workbook activities
Textbook(CD) activities
Cultural Connections
Explain past and present
open –air markets
Talk about communal
nature of “mate”in the
USA and Spanishspeaking countries
La Tomatina festival
Diego Rivera
Compare places people
shop for products
Value of Spanishspeaking ability in a
career such as culinary
arts
Related Literature, Video, and
Songs
Songs:
Textbook (CD)
“Canta el gallo”
Videos:
Textbook (CD)
Foods (open market)
La Tomatina festival
Literature:
Realidades 1
Unit of
Study
UNIT 4A
(April)
Locations
in your
communit
y and
leisure
activities
Key Vocabulary/ Language in
Use
Leisure activities and
locations
Interrogative words
Learn how to ask
questions
Present tense of the verb
IR
Going to places
Origins of the Spanish
days of the week
Learn nursery rhymes
Activities/Assessment/Project
Pictionary
Dialogs/Skits
Formal/Familiar Role
Play
Group game/Questions
and Answers
Songs
Listening Activities
Fill in the blanks
Multiple choice
True/False
Short answers
Workbook activities
Textbook (CD)
activities
Cultural Connections
Eighteenth-century
leisure activities Spanish
aristocracy
Francisco de Goya
Puerto Rico
Spanish influence on the
United States
Math and graphing
abilities skills
Mexican folk song
Practice songs to games
played by children
Local Spanish- speaking
communities
Compare social
gathering places to Plaza
Morazán
Compare School-based
sports and exercise
activities to Spanish –
speaking countries
Compare going out
habits of teens
Related Literature, Video, and
Songs
Songs:
La Bamba
Textbook (CD)
Children songs
Videos:
Textbook video
You Tube “La Bamba”
Literature:
Realidades 1
Unit of
Study
UNIT 4B
(MayJune)
Activities
outside of
school
Key Vocabulary/ Language in
Use
Talk about activities
outside of school
Extend, accept, and
decline invitations
Tell when an event
happens
Understand cultural
perspectives on afterschool activities
IR +a+Infinitive
Verb “jugar”+sports and
games
Say what you are going
to do (Future)
Activities/Assessment/Project
Pictionary
Dialogs/ Skits
Formal/Familiar Role
Play
Group Game /Relay
Race
Songs
Listening Activities
Fill in the blanks
Multiple choice
True/False
Short answers
Project on individual
sports
Workbook activities
Cultural Connections
Cognates
Words borrowed across
languages
Compare specialized,
regional crafts and
products
How students engage in
activities outside of
school
Festival “La Noche de
los rábanos”
Radish-sculpting of La
Noche de los rábanos
Present an account o fan
interview about
immigration
Local opportunities for
Spanish-speakers in the
health care professions
Sergio Garcia and
Lorena Ochoa Reyes
(golfers)
Current influence of
Spanish-speakers in
politics, music, poetry
and science
Related Literature, Video, and
Songs
Songs:
Textbook (CD)
Videos:
Textbook video
Literature:
Realidades 1