Connecticut Technical High School System Spanish 1 Content Standard 1: Communication (Interpersonal Mode) Goal: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. FRAMEWORK Big Idea (s): Language is used for communication. Communication doesn’t involve only oral language. Essential Question (s): How do I use another language to communicate with others? FRAMEWORK Learning Outcomes Students will: 1.2 Describe themselves and others (including family, friends, favorite pastimes). (L,S) 1.3 Exchange basic information. (L,S,R,W) (1.3 and 1.4) 1.7 Express an idea in the target language in multiple ways to negotiate meaning. (S, BV) As evidenced by (oral, written, and/or performance): Demonstrating the proper use of adjectives, relative vocabulary, and correct sentence structure in both oral and written contexts. Responding appropriately to greetings; giving and following instructions; expressing likes and dislikes; and participating in various games or other activities with partners or groups. Expressing an idea to a partner by using gestures, body language, and referencing learned vocabulary and/or sentence structure to make messages comprehensible. 1.1 Greet others and exchange essential information. Conversing in pairs by repeating models of structured dialogues with essential information including names, addresses, birthplaces, telephone numbers and e-mail addresses. 1.5 Describe their favorite activities. Dramatizing and role playing to describe activities at home Differentiated Teaching Strategies/Notes TBD Connecticut Technical High School System Spanish 1 and school. 1.6 Express their likes and dislikes. Comparing and contrasting through questions and answers regarding various people, objects, categories and events present in their everyday environments. 1.8 Use appropriate gestures, when necessary. Responding to gestures demonstrated by teacher to distinguish opposite expressions making their messages comprehensible i.e. happy- sad, well-sick, tallshort, fat-thin. Performing cultural gestures i.e. thumbs up-down, hand shakes etc. applicable to greetings and salutations. Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 2: Communication (Interpretive Mode) Goal: Students will understand and interpret spoken and written language on a variety of topics. FRAMEWORK Big Idea (s): There are words that look the same and have the same meaning in both English and Spanish. Gestures are another form of communication that facilitate interpretation. Essential Question (s): How do I understand what others are trying to communicate in another language? FRAMEWORK Learning Outcomes Students will: Differentiated Teaching Strategies/Notes As evidenced by (oral, written, and/or performance): 2.4 Comprehend the main idea. Identify and match cognates found in anecdotes, short conversations, short stories, and other narratives based on wellknown themes. 2.8 Recognize and respond appropriately. Practice and differentiate appropriate responses to questions, statements, or commands i.e. interviews, dialogues, dramatizations. 2.1 Identify people and objects in their environments. Listening and reading oral and written descriptions to classify and recognize people and objects in their environments. 2.2 Comprehend short conversations. Dialoguing and interpreting short conversations among peers and familiar adults on well known topics, including their favorite activities at home or school. 2.3 Comprehend the main ideas. Listening and understanding the main ideas in videos, DVD’s, films, television programs, or websites on familiar topics by responding orally and in written form to questions. 2.5 Comprehend the main ideas and identify the principal characters. Define the main idea and describe the principal characters when reading poems, short folk tales or illustrated stories. 2.6 Comprehend brief notes Interpret brief notes on familiar topics, including daily activities at TBD Connecticut Technical High School System Spanish 1 home or school. 2.7 Comprehend the principal message in text. . Analyze and express the principal message in highly illustrated texts in which cognates are used, including stories, newspaper articles and advertisements. Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 3: Communication (Presentational Mode) Goal: Students will present information, concepts, and ideas to listeners or readers on a variety of topics. FRAMEWORK Big Idea (s): Gestures, visuals, voice inflection, etc. help to clarify messages to the listener. Essential Question (s): How do I present information, concepts, and ideas in another language in a way that is understood? FRAMEWORK Learning Outcomes Students will: 3.1 Present simple oral reports on a variety of topics. As evidenced by (oral, written, and/or performance): Create oral presentations on a variety of topics i.e. show and tell, diorama, poster. 3.3 Write short, informal notes and lists. Compose short, informal notes and lists to plan activities, and/or describe and provide information about themselves, friends, and families. 3.2 Recite poetry, songs, proverbs, or short anecdotes that are familiar to their peers in the target culture. Present orally poetry, songs, proverbs, or short anecdotes that are familiar to their peers in the target culture. 3.4 Create lists of items. Differentiated Teaching Strategies/Notes TBD Itemize what is necessary to plan activities that might take place in their daily lives or in the target culture. Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 4: CULTURES: Goal: Students will demonstrate an understanding of the products, practices, and perspectives of the cultures studied. FRAMEWORK Big Idea (s): I will be able to function when traveling abroad because I will know the customs and traditions of that country. Essential Question (s): How do I use my understanding of culture to communicate and function appropriately in another culture? FRAMEWORK Learning Outcomes Students will: Differentiated Teaching Strategies/Notes As evidenced by (oral, written, and/or performance): 4.1 Observe, identify, and experience products. Describe and use tangible products of the target culture (musical instruments and typical foods). TBD 4.2 Read. Read aloud about expressive products of the target culture (literature, artwork, and media). Infer 4.4 Participate in age-appropriate cultural activities. Play, sing, dance, act, celebrate, story-tell and role play age-appropriate cultural activities of the target culture. Compose and create their own songs, games, stories, dramas. 4.5 Use appropriate gestures and oral expressions. Gesture and express greetings, farewells and common or familiar classroom interactions of the target culture. 4.6 Recognize simple themes. Identify and discuss themes, ideas or perspectives of the target culture. Taking turns Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 5: CONNECTIONS (Interdisciplinary Mode): Goal: Students will reinforce and expand their knowledge of other areas of study through the world language. FRAMEWORK Big Idea (s): Learning another language gives me a better understanding of common attributes (history, geography, units of measure, weather, foods, occupations, etc.) between countries. Essential Question (s): How do I use my understanding of another language and culture to reinforce and expand my knowledge of other disciplines, and vice versa? FRAMEWORK Learning Outcomes Students will: 5.2 Use simple information from their world language class (5.1 and 5.2). 5.3 Use new information and interdisciplinary awareness gained through world language study to expand their personal knowledge. As evidenced by (oral, written, and/or performance): Transfer and make connections with the knowledge learned in other subject areas to their study of Spanish i.e. charts, graphs, maps, displays,. Apply and expand personal knowledge through incorporating information gained from the study of the Spanish language. Differentiated Teaching Strategies/Notes TBD Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 6: CONNECTIONS (Intradisciplinary Mode): Goal: Students will acquire and use information from a variety of sources only available in the world language. FRAMEWORK Big Idea (s): Learning another language gives me a better understanding of common attributes and differences among peoples in terms of where they live, how they live, and what they do. Essential Question (s): How do I use my understanding of another language and culture to broaden and deepen my understanding of that language and culture and access and use information that would otherwise be unavailable to me? FRAMEWORK Learning Outcomes Students will: 6.2 Recognize the various sources of information. 6.3 Use multiple media resources to demonstrate the ability to access information. As evidenced by (oral, written, and/or performance): Noting and discussing various sources of information available only in the target language and culture(s), e.g., newspapers, websites, television, etc. Locating and selecting multiple media resources from various sources including the internet related to Spanish and the Spanish culture. Differentiated Teaching Strategies/Notes TBD Describe and research Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 7: COMPARISONS AMONG LANGUAGES Goal: Students will demonstrate literacy and an understanding of the nature of language through comparisons across languages. FRAMEWORK Big Idea (s): I can identify and distinguish certain characteristics that pertain to a particular country. There are commonalities and differences among Spanish-speaking countries. Essential Question (s): How do I demonstrate an understanding of the similarities, differences, and interactions across languages? FRAMEWORK Learning Outcomes Students will: As evidenced by (oral, written, and/or performance): Demonstrating proper pronunciation through repetition. Differentiated Teaching Strategies/Notes Oral and written exercises and assessments on a range of topics to facilitate reading skills. Modeling, repetition, visuals, audio CDs/DVDs, listening and exercises, reading and comprehension practice, and TPR with role-playing of conversations. 7.4 Use cognates to infer meaning of texts read aloud by the teacher. Cultural, authentic texts (i.e., biographies of Latinamerican heroes, post cards from Spanishspeaking countries, historical text and artwork, etc.) Give examples of words borrowed from one language and used in another. Modeling proper pronunciation of text, gesturing, thinkingaloud, and interpreting visuals. Retell, paraphrase, summarize and Two-column translation to front-load instruction, verbal practice, and demonstrating false cognates. 7.1 Develop an understanding of the process of borrowing. Cultural connections with cognates (i.e., author/autor; novel/novela,) and fase cognates (i.e., lecture/lectura, etc.) 7.2 Demonstrate an awareness of the target language’s phonetic and writing systems and how they differ from the phonetic and writing systems Compare and contrast sentences presented in context in order to distinguish between real and false cognates. Overhead transparencies with illustrations; question and answer. Spelling and pronouncing words aloud (as well as written). Modeling, repetition; flash cards; audio CDs/DVDs; overhead transparencies on pronunciation; tongue twisters; listening and writing 7.3 Develop listening and speaking skills : Usage of cognates Proper pronunciation of vowel sounds Proper pronunciation of alphabet Development of reading skills on a range of topics (i.e. geographical connections, poetry, songs, authors, painters, literature) generate opinions on readings of emails, biographical excerpts, cartoons, post cards, and artists, etc. Connecticut Technical High School System Spanish 1 assessments. in the English language. The “elle” in Spanish is pronounced as “y” in English. The “h” is silent. The “qu” – the “u” is not pronounced The “cu” – the “u” is pronounced. The “erre” versus “ere” – double “r” is more rolled and more pronounced. 7.5 Recognize the differences in syntax and word order: Adjective/noun agreement (gender and number) Verb/noun agreement (singular/plural forms) Copy and organize in a logical sequence a written text provided by the teacher. Complete multiple-choice questions and “cloze” assessments. Listening dialogues; DVDs with subtitles; paired info-gap activities; whole-group instruction using visuals; modeling; oral and written exercises. Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 8: COMPARISONS AMONG CULTURES Goal: Students will demonstrate an understanding of the concept of culture through comparisons across cultures. FRAMEWORK Big Idea (s): “Culture” can mean different things to different groups of people. Essential Question (s): How do I demonstrate an understanding of the similarities, differences, and interactions across cultures? FRAMEWORK Learning Outcomes Students will: 8.3 Recognize some cultural beliefs and perspectives relating to family, school, work, and play across cultures. Celebrations Holidays Religious traditions Gastronomy Pastimes Occupations Music, art, history, etc. 8.4 Use new information and cultural awareness to recognize the similarities and differences across cultures. Film Songs Poetry Art Literature Geography Humor Climate Gastronomy Religious traditions As evidenced by (oral, written, and/or performance): Identifying and describing traditions, customs, practices, and beliefs of different Spanish-speaking countries through completion of openended questions. Differentiated Teaching Strategies/Notes Open-ended questions; posters and presentations of various Spanish-speaking countries; graphic organizers; CDs/DVDs; cloze activities. Comparing and contrasting similarities and differences (relating to various topics) with their own culture using a Venn diagram. Synthesizing information from various aspects of culture (including pop culture) (i.e., songs, poems, films, art, etc). to make general statements and respond to differences and similarities among cultures. Responding to comprehension questions based on new information presented. Completing written activities based on video/DVD of various countries and their traditions. Creating own rhymes, songs, poems, etc.; Open-ended questions; visuals; DVDs; audio CDs of cultural readings, songs, etc.; maps; charts, graphs; cultural readings and/or authentic texts. Connecticut Technical High School System Spanish 1 8.1 Identify, compare and contrast different forms of communication across cultures, including signs, symbols, advertisements, packages, displays, murals, songs, and rhymes. 8.2 Demonstrate knowledge of the patterns of behavior cross cultures that are related to recreation and celebrations. 8.5 Use new information and cultural awareness to compare and contrast their experiences with those of their peers in the target culture(s) and to identify with and respect peers in the target culture(s). Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1 Content Standard 9: COMMUNITIES Goal: Students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment, and active participation. FRAMEWORK Big Idea (s): Learning another language provides me with vast opportunities for travel, employment, social interactions, etc. Essential Question (s): How do I use my knowledge of language and culture to enrich my life and broaden my opportunities? FRAMEWORK Learning Outcomes Students will: 9.2 Identify different types of employment in which target language skills are an asset. Differentiated Teaching Strategies/Notes As evidenced by (oral, written, and/or performance): TBD 9.3 Use the target language in the trade technologies beyond the school setting. 9.1 Exchange information about family, school events and celebrations with native speakers via letters and technologies, such as e-mail, audio or videotapes, CDs, DVDs, and distance learning. 9.4 Review materials, media, and/or entertainment from the target language and exchange information understood and obtained. Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations CD Rom Extension Activity: Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson, as needed. Resource: “El Español para nosotros” to differentiate for more advanced-speaking students. Common Formative Assessment(s) Summative District Assessment(s) TBD TBD Connecticut Technical High School System Spanish 1