Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 4 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss social and cultural events? 2. How can using Spanish help you express your opinion about a variety of past
activities? 3. How does accurate verb conjugation contribute to successful communication? 4. What is the role of fine arts in Hispanic lifestyle and
culture? 5. How does the appreciation of Hispanic art affect your language learning experience? 6. How can your knowledge of Spanish help you plan
for travel outside the Untied States? 7. How does the appreciation of Hispanic art affect your language learning experience? 8. What is the difference
in expressing what you do for yourself and what you do for others? 9. How can your knowledge of Spanish geography and ecology frame your
appreciation for the Earth’s natural resources?
Unit/Time Frame
Chapter 10
2 weeks
Standards
National
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.2,
5.1, 5.2
State
9.1.1, 9.1.3, 9.1.4,
9.1.5, 9.1.6, 9.2.1,
9.2.2, 9.2.3, 9.2.4,
9.3.1, 9.3.3, 9.3.4,
9.3.5, 9.4.2, 9.4.3,
9.5.1, 9.5.2, 9.6.1,
9.6.2, 9.7.1, 9.7.2,
9.7.4, 9.7.5, 9.7.6,
9.7.7, 9.8.3
Content
Skills
Cultural events
Purchasing tickets
Discussing movies, plays,
museums
Cultural preferences
Indirect object pronouns - le,
les
Preterite tense -er / -ir verbs
Conversation - Did you go
out?
Pronunciation - j, g
Cultural readings - Dating
customs, La zarzuela, El
Ballet Folklórico
Cross curricular connection Music
Artwork of Rufino Tamayo
and Fernando Botero
Explain the process of purchasing a
ticket for a cultural event
Identify parts of a movie theater
Discuss movies, museums, and theater
Tell your preferences for watching movies
Tell for whom something is done
Form and use preterite tense -er / -ir
verbs
Listen to and simulate a conversation
about what you did last night
Correctly pronounce the consonants j, g
Discuss dating customs in the United
States and compare them to those in
Spanish-speaking countries
Identify the concept and theme of the
zarzuela
Compare and contrast the Ballet
Folklórico de México with the Ballet
Folklórico Nacional de México
Talk about cultural activities that are
popular in the Spanish Speaking world
Identify and recognize some of the
works of Rufino Tamayo and Fernando
Holidays covered
3/17 Día de San Patricio
(Q4.1)
Assessment
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
Resources
¡Buen Viaje! Level 1
Textbook
¡Buen Viaje! Level 1
Workbook
¡Buen Viaje! Level 1
Audio CDs
¡Buen Viaje! Level 1
DVDs
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 4 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss social and cultural events? 2. How can using Spanish help you express your opinion about a variety of past
activities? 3. How does accurate verb conjugation contribute to successful communication? 4. What is the role of fine arts in Hispanic lifestyle and
culture? 5. How does the appreciation of Hispanic art affect your language learning experience? 6. How can your knowledge of Spanish help you plan
for travel outside the Untied States? 7. How does the appreciation of Hispanic art affect your language learning experience? 8. What is the difference
in expressing what you do for yourself and what you do for others? 9. How can your knowledge of Spanish geography and ecology frame your
appreciation for the Earth’s natural resources?
Unit/Time Frame
Standards
Content
Skills
Assessment
Resources
Botero
Chapter 11
2 weeks
National
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 4.2, 5.1,
5.2
State
9.1.1, 9.1.4, 9.1.5,
9.1.6, 9.1.8, 9.2.1,
9.2.2, 9.2.3, 9.2.4,
9.3.2, 9.3.3, 9.3.4,
9.4.1, 9.4.2, 9.4.3,
9.5.1, 9.5.2, 9.6.1,
9.6.2, 9.7.1, 9.7.2,
9.7.3, 9.7.5, 9.7.6,
9.8.3
Airline flight check-in
Airline services
Airline crew
Airport navigation
Present tense of the irregular
verbs hacer, poner, traer,
salir
Present tense of the verbs
saber, conocer
Present progressive tense
Conversation - Our flight is
leaving
Pronunciation - r
Cultural readings - South
American air travel, Nazca
lines
Cross curricular connection Finance
Artwork of Alexander
Aramburo Maldonado
Check in for a flight
Talk about the crew and some services on
board the plane
Get through the airport after deplaning
Form and use the present tense of the
verbs hacer, poner, traer, salir
Form and use the present tense of the
verbs saber and conocer
Tell what you know and whom you know
Tell what you or others are currently
Doing
Listen to and simulate a conversation
about an airport experience
Correctly pronounce the consonant r
Discuss the importance of air travel in
South America
Identify and discuss the possible origin of
the Nazca lines
Identify finance vocabulary and financial
elements required in planning a trip
Recognize the painting style of the artist
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
¡Buen Viaje! Level 1
Textbook
¡Buen Viaje! Level 1
Workbook
¡Buen Viaje! Level 1
Audio CDs
¡Buen Viaje! Level 1
DVDs
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 4 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss social and cultural events? 2. How can using Spanish help you express your opinion about a variety of past
activities? 3. How does accurate verb conjugation contribute to successful communication? 4. What is the role of fine arts in Hispanic lifestyle and
culture? 5. How does the appreciation of Hispanic art affect your language learning experience? 6. How can your knowledge of Spanish help you plan
for travel outside the Untied States? 7. How does the appreciation of Hispanic art affect your language learning experience? 8. What is the difference
in expressing what you do for yourself and what you do for others? 9. How can your knowledge of Spanish geography and ecology frame your
appreciation for the Earth’s natural resources?
Unit/Time Frame
Standards
Content
Holidays covered
3/31 Las Pascuas (Q4.3)
4/22 Día de la Tierra (Q4.4)
Chapter 12
3 weeks
National
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 5.2
State
9.1.1, 9.1.2, 9.1.3,
9.1.4, 9.1.5, 9.1.6,
9.2.1, 9.2.2, 9.2.3,
9.2.4, 9.3.1, 9.3.2,
9.3.3, 9.3.4, 9.3.5,
9.4.1, 9.4.2, 9.4.3,
9.5.1, 9.5.2, 9.6.1,
9.6.2, 9.7.1, 9.7.2,
9.7.3, 9.7.5, 9.7.6,
9.7.7, 9.8.3, 9.8.4
Daily routines
Grooming habits
Camping
Present tense reflexive verbs
Present tense stem-changing
reflexive verbs
Conversation - What time did
you wake up?
Pronunciation - h, y, ll
Cultural readings - Northern
Spain, El Camino de
Santiago
Cross curricular connection Ecology
Artwork of Susana González Pagliere
Holidays covered
4/30 Día de los Niños (Q4.5)
Skills
Assessment
Resources
Alexander Aramburo Maldonado
Talk about your daily routine
Describe your personal grooming habits
Tell some things you do for yourself
Talk about a backpacking trip
Form and use the present tense of
regular and stem-changing reflexive
verbs
Listen to and simulate a conversation
about your daily schedule
Correctly pronounce the consonants h, y,
ll
Talk about summer outings of the youth
in Northern Spain
Describe the geography of Northern
Spain and the importance of El Camino
de Santiago
Identify ecology vocabulary and discuss
the importance of conserving our
natural resources
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
Project - Mi
Campamento
¡Buen Viaje! Level 1
Textbook
¡Buen Viaje! Level 1
Workbook
¡Buen Viaje! Level 1
Audio CDs
¡Buen Viaje! Level 1
DVDs
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 4 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss social and cultural events? 2. How can using Spanish help you express your opinion about a variety of past
activities? 3. How does accurate verb conjugation contribute to successful communication? 4. What is the role of fine arts in Hispanic lifestyle and
culture? 5. How does the appreciation of Hispanic art affect your language learning experience? 6. How can your knowledge of Spanish help you plan
for travel outside the Untied States? 7. How does the appreciation of Hispanic art affect your language learning experience? 8. What is the difference
in expressing what you do for yourself and what you do for others? 9. How can your knowledge of Spanish geography and ecology frame your
appreciation for the Earth’s natural resources?
Unit/Time Frame
Standards
Content
5/5 Cinco de Mayo (Q4.6)
5/15 Día del Maestro (Q4.7)
Review and Testing
for Semester 2
2 weeks
Skills
Recognize the technique of painter
Susana González - Pagliere
Assessment
Resources
Studystack.com
Android apps.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
 Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
 Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
 Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
 Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
 Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
 Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
 Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its
cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
 Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
 Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
 Standard 5.1: Students use the language both within and beyond the school setting
 Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
INDIANA STATE STANDARDS
Grade 9 (comparable to Level I)
Standard 1
COMMUNICATION: Write and speak in a language other than English
Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)
9.1.1
Use multiple greetings and farewells in new social situations.
9.1.2
Recognize and state information about self and others in simple terms.
Examples: Name, age, origin, physical attributes, etc.
9.1.3
Recognize and express a variety of simple feelings and preferences of self and others.
Examples: Likes and dislikes
9.1.4
Exchange familiar information and opinions in brief guided conversations.
9.1.5
Exchange familiar information and opinions in written form with guidance.
Examples: Letters, e-mails, etc.
9.1.6
Make basic requests and ask basic questions.
9.1.7
Recognize and use situation-appropriate non-verbal communication.
9.1.8
Recognize speaking and listening strategies that facilitate communication.
Example: Ask for clarification
Standard 2
COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
9.2.1
Understand and respond to classroom requests, commands, and directions.
9.2.2
Recognize alphabets, sounds, and markings specific to the target language.
9.2.3
Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate
tasks.
Examples: Identify familiar vocabulary from an authentic supermarket flyer, list main characters from a short authentic children’s story
9.2.4
Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Standard 3
COMMUNICATION: Present information in a language other than English
Learners present to an audience of listeners or readers on a variety of topics. (Presentational)
9.3.1
Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.
9.3.2
Present simple prepared material on selected topics.
Examples: Dialogues, short skits, etc.
9.3.3
Read passages aloud to practice intonation and pronunciation.
9.3.4
Write complete sentences with teacher guidance.
9.3.5
Describe objects, self, and others in written and spoken language in simple terms with teacher guidance.
Standard 4
CULTURES: Develop awareness of other cultures
Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.
9.4.1
Recognize basic routine practices of the target cultures.
Examples: Family interactions, greetings, table manners, etc.
9.4.2
Examine products, perspectives, and symbols of the target cultures.
9.4.3
Examine factors that influence practices, products, and perspectives.
Examples: Geography, weather, demographics, etc.
Standard 5
CONNECTIONS: Make connections to other content areas
Learners use the target language to expand their knowledge of and make connections among multiple content areas.
9.5.1
Describe basic objects and concepts from other content areas in simple terms.
Examples: Probability (refers to Mathematics 5.6.4), body parts and exercise (refers to Science 4.4.9), map skills (refers to Social Studies
6.3.2)
9.5.2
Integrate content area concepts and skills through relevant activities.
Examples: Report on survey results in the target language, identify and describe body parts used for various activities, use a map or
locational technology to identify locations
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Standard 6
CONNECTIONS: Access and connect information through various media
Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.
9.6.1
Use digital media and culturally authentic resources to build vocabulary.
Examples: Electronic dictionaries, language websites, TV programs, etc.
9.6.2
Use digital media and culturally authentic resources to study target cultures.
Examples: Photographs, magazines, appropriate websites
Standard 7
COMPARISONS: Investigate the nature of language and culture
Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.
9.7.1
Recognize and use cognates and words shared between English and the target language.
9.7.2
Recognize and use simple language structures.
Examples: Singular versus plural forms, word order
9.7.3
Recognize and use basic idiomatic and colloquial expressions in the target language.
9.7.4
Recognize and use authentic simple forms of address in a variety of familiar situations.
9.7.5
Identify some daily living patterns of other cultures and the learner’s own culture.
Examples: Food and mealtimes
9.7.6
Recognize celebrations and holidays of other cultures and compare them to those of the learner’s culture.
9.7.7
Describe contributions from other cultures in simple terms with guidance.
Standard 8
COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.
9.8.1
Share experiences from the world language classroom within the school and/or community.
Example: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the
target language
9.8.2
Recognize the use of the target language in the learner’s community.
Examples: Signs, restaurants, etc.
9.8.3
Experience and report on the cuisine, music, drama, literature, etc. from the target cultures.
9.8.4
Research and present about a local and/or global need that is identified as authentic by the cultures of the target language.