Elizabethtown Area School District
Spanish I
Course Number: 650
Grade Level: 8-12
Length of Course: 18 weeks HS/ 36 weeks MS
Total Clock Hours: 120
Length of Period: 80 minutes
Date Written: Spring 2009
Periods per Week/Cycle: 5
Written By: Allison Bronson, Terese
Nicodemus
Credits (if app): 1
Course Description:
In this course students will learn high-frequency structures through TPRS
(Teaching Proficiency through Reading and Storytelling), and they will be
introduced to the culture of Spanish-speaking countries. The students will acquire
listening, speaking, reading, and writing skills in context through stories and mininovels that will increase in difficulty.
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I. Overall Course/Grade Level Standards
Students will KNOW and be able TO DO the following as a result of taking this course.
A) Understand basic instructions and commands.
B) Respond to personal and simple questions.
C) Understand mini novels.
D) Create stories based on pictures.
E) Write 100 word compositions in 15 minutes.
F) Discuss family.
G) Describe emotions, needs, likes, and dislikes.
H) Retell classroom stories.
I) Describe units of time.
J) Discuss work/careers.
K) Describe the body.
L) Describe places, people, and events.
M) Give commands.
N) Discuss problems.
O) Translate short stories
P) Describe essential grammar topics that they will be able to use: present.
Q) Understand important grammar topics that they are exposed to and can
recognize: present progressive, near future, reflexives, preterit, commands, and
direct and indirect-object pronouns.
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II. Content
Major Areas of Study
List all units of study below:
Unit
1. Introduction (Units 1-3)
Estimated Time
3 weeks
2. Describing myself and others (Units 4-6)
3 weeks
Materials
TPRS student
textbook and
teacher textbook,
anselaries (test
CD’s,
worksheets, etc.),
Pobre Ana
textbook and
teacher kit,
Patricia va a
California
textbook and
teacher kit,
Piratas del
Caribe textbook
and teacher kit,
movies and other
DVD’s (including
Spain and Latin
America videos,
grammar videos
(ser and estar, no
me gusta, tener),
LCD projector,
computers, access
to the internet,
smart board,
headphones,
microphones.
All of the above
3. Asking, answering questions, and describing (Units
7-10)
4. Describing one’s environment (Units 11-14)
4 weeks
All of the above
4 weeks
All of the above
5. Pobre Ana
2 weeks
All of the above
6. Tell me
2 weeks
All of the above
**Unit names will change to story titles once a textbook is selected.
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III. Course Assessments
Check types of assessments to be used in the teaching of the course and provide examples of
each type.
Objective Tests/Quizzes
Constructed Responses
Essays
Reports
Projects
Portfolios
Presentations
Performance Tasks
Response Journals
Logs
Computer Simulations
Research Papers
Class Participation
Note Taking
Daily Assignments
Writing Samples
Provide copies of common assessments that will be utilized for all students taking this course.
Overall course/grade level standards will be measured by a common course assessment. Unit
objectives will be measured on an ongoing basis as needed by the classroom teacher to assess
learning and plan for instruction. List common assessments below and recommend date/time
frame for administration (at least quarterly).
Name of Common Assessment
1. Final exam
2. Performance tasks
4
When given?
End of the course
Mid-way through the
course
IV. Expected levels of achievement
Listening: Novice-Mid
Able to understand some short, learned utterances, particularly where context strongly supports
understanding and speech is clearly audible. Comprehends some words and phrases from simple
questions, statements, high-frequency commands and courtesy formulae about topics that refer to
basic personal information or the immediate physical setting. The listener requires long pauses
for assimilation and periodically requests repetition and/or a slower rate of speech.
Speaking: Novice-Mid
Oral production continues to consist of isolated words and learned phrases within very
predictable areas of need, although quantity is increased. Vocabulary is sufficient only for
handling simple, elementary needs and expressing basic courtesies. Utterances rarely consist of
more than two or three words and show frequent long pauses and repetition of interlocutor's
words. Speaker may have some difficulty producing even the simplest utterances. Some novicemid speakers will be understood only with great difficulty.
Reading: Novice-Mid
Able to recognize the symbols of an alphabetic and/or syllabic writing system and/or a limited
number of characters in a system that uses characters. The reader can identify an increasing
number of highly contextualized words and/or phrases including cognates and borrowed words,
where appropriate. Material understood rarely exceeds a single phrase at a time, and rereading
may be required.
Writing: Novice-Mid
Writers at the novice-mid level are able to copy or transcribe familiar words or phrases, and
reproduce from memory a modest number of isolated words and phrases in context. They can
supply limited information on simple forms and documents, and other basic biographical
information, such as names, numbers, and nationality. Novice-mid writers exhibit a high degree
of accuracy when writing on well-practiced, familiar topics using limited formulaic language.
With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the
representation of symbols may be frequent. There is little evidence of functional writing skills.
At this level, the writing may be difficult to understand even by those accustomed to reading the
texts of non-natives.
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Current grading scale
PA Proficiency Levels
Advanced: Novice-High
Proficient: Novice-Mid
Basic: Novice-Low
Below Basic: Novice
A: 92-100
B: 83-91
C: 74-82
D: 65-73
F: 0-64
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Name of Course: Spanish I
Name of Unit: Introduction (Units 1-3)
Essential Question: What are basic commands and instructions in Spanish, and
how will they help me to communicate more effectively in today’s global society?
Priority
Aligned to
Course Standard
1. What are basic classroom commands?
E
A, M
Aligned to
National
Standard
1.1, 1.2
2. What are basic classroom objects?
E
A, J
1.1, 1.2
Unit Objectives/Key Question
Name of Course: Spanish I
(Units 4-6)
Name of Unit: Describing Myself and Others
Essential Question: How does talking about emotions, needs, likes, and dislikes
in Spanish help me to be a global citizen in the 21st century?
Priority
Aligned to
Course Standard
1. What are basic feelings?
E
B, G
Aligned to
National
Standard
1.1
2. How do you describe people’s characteristics?
E
L
1.1, 1.3
3. How do you express wants, needs, and
likes/dislikes?
4. What are some common professions?
E
G
1.1, 1.2, 1.3
E
J
1.2
Unit Objectives/Key Question
4a
Name of Course: Spanish I
Describing (Units 7-10)
Name of Unit: Asking, Answering Questions, and
Essential Question: How do I respond to personal and simple questions in
Spanish, and how does it help me to communicate with a native speaker?
Priority
Aligned to
Course Standard
1. How do you describe units of time?
I
I
Aligned to
National
Standard
1.1, 1.2
2. How do you spell in Spanish?
I
E
1.2, 1.3
3. How do you ask basic questions?
E
B, N
1.1
4. How do you describe your family?
E
F, L
1.1
5. How do you describe people/object locations?
E
D, F, G, H, J, L
1.1, 1.2, 1.3
Unit Objectives/Key Question
Name of Course: Spanish I
(Units 11-14)
Name of Unit: Describing One’s Environment
Essential Question: How do I describe my environment in Spanish, and how does
it help me to be a successful individual in today’s society?
Priority
Aligned to
Course Standard
1. How do you describe the weather?
I
D, E, L, N
Aligned to
National
Standard
1.1, 1.2, 1.3
2. How do you give the date?
E
D, B, H
1.1, 1.2, 1.3
3. How do you describe the seasons?
I
D, L, I
1.1, 1.2
Unit Objectives/Key Question
4b
Name of Course: Spanish I
Name of Unit: Pobre Ana
Essential Question: What is the story Pobre Ana about, and how does it help me
to understand Hispanic culture?
Priority
Aligned to
Course Standard
1. Who are the main characters and how would you
describe them?
2. What are the main events in the story?
E
C, L,
Aligned to
National
Standard
1.1, 1.2, 1.3
E
C, H, L
1.1, 1.2, 1.3
3. How are the problems resolved?
E
C, H, M, N
1.1, 1.2, 1.3
Unit Objectives/Key Question
Name of Course: Spanish I
Name of Unit: Tell Me
Essential Question: How do you tell and retell stories in Spanish, and how will
this help you to communicate successfully in the 21st century?
Priority
Aligned to
Course Standard
1. How do you ask and answer simple personal
information questions?
2. What are common idiomatic expressions?
E
O, P, Q
Aligned to
National
Standard
1.1, 1.2, 1.3
E
O, P, Q
1.1, 1.2, 1.3
3. How do you describe people, places, and events?
E
O, P, Q
1.1, 1.2
4. How do you speak about individuals and groups of
people?
E
O, P, Q
1.1, 1.2
Unit Objectives/Key Question
4c