Spanish 1, Semester: Fall 2015
Month/Marking August- September
Period
CA Standards
Content
DP
Competencies
1.0 -Students acquire
information,
recognize
distinctive
viewpoints, and
further their
knowledge of other
disciplines.
Comparisons
Planning &
Responsibility
December
October
November
Communication
Communication Cultures
1.0 Students use 1.0 Students
formulaic
use
language
formulaic
(learned
language
words, signs 1.1 Engage in
[ASL], and
oral, written,
phrases).
or signed
1.1 Engage in
(ASL)
oral, written, 1.2 Interpret
or signed
written,
(ASL)
spoken, or
conversation
signed (ASL)
s.
language.
Comparisons
Comparisons
Planning &
Responsibility
January
Cultures
1.1
Associate 1.1 Associate
products,
products,
practices, and
practices,
perspectives with
and
perspective
the target culture.
s with the
1.2 Recognize
target
similarities
culture.
and
differences
1.2 Recognize
in the target
similarities
cultures and
and
between
differences
students’
in the target
own
cultures and
between
cultures.
students’
1.3 Identify
own
cultural
cultures.
borrowings.
1.3 Identify
Cultures
cultural
Planning &
borrowings.
Responsibility
Essential
Questions
Content
How did Spanish
become an official
language?
How is Spanish
similar to English?
What factors impact
word choice?
Evolution of Spanish
Descriptions of
Likes/Dislikes
Ser vs. Estar
Greetings/Introductio
ns
Question words
Present tense
Adjectives/Nouns
Word Order
Gustar/Fascinar/Enca
How does
student life in
Latin America
Compare to
student life in
the US?
What are some
indigenous
holiday that are
celebrated in
Central
America?
In what way do
food choices
reflect family
traditions?
How has Latin
American food
evolved into
American
culture?
Descriptions of
School Life
Descriptions of
People
Descriptions of
Indigenous/Chri
stian holidays in
L.A.
Descriptions of
things you do to
yourself
Descriptions of
food
Popularity of
Latin American
food in
American
Cuisine
Spanish
Gastronomy
Latin American
Gastronomy
What leisure
time activities
are universal?
What religious
holidays are
celebrated in
Spain/Latin
America?
What
contributes to
good health?
Health and
Sports
Sports and
Leisure
Present
Progressive
Tense
Fitness Journals
Christmas
How is the
new year
celebrated in
Spain/Latin
America?
How are past
events
expressed
accurately in
the
Spanish
language?
The Past Tenses
(Preterite/Impe
rfect)
CyberCommunication
ntar
Ordinal Numbers
Cardinal Numbers
Cognates/False
Cognates
Skills & Topics
(Reflexive
Verbs)
Fruits &
Vegetables
Daily Routines
indigenous to
the Americas
Origin of
CHOCOLATE
* Identify
* Determine the * Determine the
verbal and
Spanish
Spanish
nonverbal
vocabulary
vocabulary
communicative skills necessary to
necessary
(e.g., language,
discuss school
to discuss food
gestures, body
and student life and
language)
family life
* Investigate the
* Employ the
 Identify the
language skills unique uses, formation, verb
to the Spanish
and meanings of gustar in
language
written and
basic ar verbs
(e.g., accentuation,
oral forms to
 Combine
pronunciation,
vocabulary and discuss
punctuation)
verbs in written personal
* Assess polite
preferences
and oral forms
and/or
* Identify the
 Apply
appropriate means of numbers and
uses,
address in the
formation, and
telling time in
Spanish
meanings of
the context of
Las Posadas
Preterite
* Determine the
Spanish
vocabulary
necessary
to discuss
staying
healthy and
sports
(e.g., body
parts,
habits of
athletes,
hygiene)
* Employ the
verb jugar
appropriately to
discuss sports
and
sporting events
* Identify the
necessity
for the use of
the
preterite tense
* Determine
the
formation of
the
preterite tense
of
regular ar, er,
and ir
verbs
* Compare the
formation
of the regular
preterite
tense with
language
* practice basic
introductory
vocabulary, greetings,
farewells, leisure
activities, and
student
preferences orally
 employ basic verbs
(e.g., estar, ser,
llamarse, hacer,
gustarse) noun/
adjective agreement
in interactive
discourse
discussing daily
schedules
 investigate
the forms and
requirements
for use of the
verb, estar
 employ estar
to discuss
location,
feelings, and
descriptions
 assess the
formation and
uses of the
verb, ir
* compare and
contrast
family life in the
United States
and
Hispanic nations
using
the comparative
structure
present
tense er and ir
verbs
* Apply the use
of
vocabulary
related to
the family in
written
and oral forms
* Assess the
necessity for
possessive
pronouns
possessive
pronouns in
discourse
regarding family
life
and the
significance of
food in family
traditions
* Compare and
contrast
the uses and
forms of
the verbs, saber
and
conocer
* Create a
personal
health
maintenance
and an
improvement
plan using
technology
of the
preterite tense
to
express past
action
* Recognize
regular and
irregular verb
forms in
irregular
verbs ending in
-car,
-gar, and -zar
* Investigate
the Spanish
vocabulary
necessary
to
communicate
in
cyberspace
* Initiate
communication
with Spanishspeaking
students using
digital
tools (e.g.,
email)
* Apply
negative and
affirmative
terminology in
written
the preterite
tense
and oral forms
* Discuss health
and recreation
habits in the
United States
and Hispanic
nations
Spanish 1, Semester: Spring 2016
Month/Marking February
Period
CA Standards
Communication
1.1 Engage in
DP
oral,
Competencies
written.
1.2 Interpret
written,
spoken.
1.3 Present to
an
March
April
Communication Cultures
3.4 -Describe,
1.1 Associate
narrate,
products,
explain, and
practices, and
state an
perspectives
opinion.
with the target
culture.
Comparisons
Planning &
May
June
Cultures
1.1 Associate
products,
practices,
and
perspectives
with the
target
culture.
Interpretive
Com
Communication
1.1 Engage in
oral,
written.
1.2 Interpret
written,
spoken.
1.2 Recognize
similarities and
differences in the 1.2 Recognize
audience of Responsibility
listeners.
Comparisons
target cultures
and between
students’ own
cultures.
1.3 Identify cultural
borrowings.
Planning &
Responsibility
similarities
1.3 Present to
and
an
differences
audience of
in the target
listeners.
cultures and
between
students’
own
cultures.
1.3 Identify
cultural
borrowings.
Essential
Questions
What are you
doing right
now?
What’s the
difference
between the
present tense
and present
progressive?
What
preparations
ensure the
perfect holiday?
What skills are
necessary
to
communicate
effectively in
Spanish?
How does culture
play a part in music
and dance?
Why are music and
dance such
important factors in
Latin American life?
How has Spanish
and Latin
American art
shaped and
influenced the
world?
How can art be
therapeutic?
What skills are
necessary
to discuss
future plans?
In what ways
does the
knowledge of a
second
language
enhance career
Content
Present
Progressive
Why is
important to
study other
cultures?
Vacations
Geography
Latin American
Country Project
opportunities?
Latin American Music Spanish
The
& Dance
artists/architects Environment
and
Iberian Music/Dance Latin American
Conservation
Artists/Poets
Future Tense
Interpretive Art
Project
Skills & Topics
* Interpret the
special
Use of the
present
Progressive
tense in
Context
* Employ the
present
Progressive
* Research
holiday
destinations in
Hispanic
nations
(e.g., Costa
Rica,
Ecuador,
Mexico,
Spain, Uruguay)
 Research Latin
American
Music/dance
 Hypothesize
how Caribbean
and Latin
American
music evolved
from Spanish,
African and
Careers and
Professions
Future Tense
Mi Futuro
Brillante Project
* Identify the
Spanish
vocabulary
necessary
to discuss the
environment
and
conservation
practices
* Research the
tense in written
and oral forms
* Use
technology to
Create a
personal daily
Journal of
routines,
Activities,
interests,
and future
goals
* identify the
countries
in which
Spanish is
spoken
appropriate
application
of basic
grammar
(e.g., present
tense
verbs,
adjective, noun
agreement)
* Determine
the typical
activities of a
traveler
(e.g., booking a
hotel,
asking
directions,
purchasing
souvenirs)
indigenous
music

most
urgent current
environmental
issues
in the United
States
and Hispanic
nations
* Communicate
with
Spanishspeaking
students to
determine a
mutual
conservation
effort using
digital
tools
* Present a
collaborative
project in a
multimedia
presentation
* Apply
appropriate
vocabulary to
discuss
travel
experiences
* Incorporate
the use of
indirect object
pronouns in
written
and oral forms
* Demonstrate
the use of
demonstrative
adjectives in
discourse
about travel
experiences
* Recall ways to
express
future actions
* Compare and
contrast
situations in
which
each future
form is
used
*Research
careers and
professions in
which
the knowledge
of a
second
language is an
asset
* Employ the
future
tense and the
near
future tense to
discuss
plans for a
career
* Create an
illustrated
career path
timeline
using the future
tense
and the near
future
tense