Greeley-Evans School District 6
9th through 12th Grades
Theme: : Los tres consejos-Leyenda de las Américas
Unidad: 1, El sentido de nuestras vidas - Tema de geografía-El suroeste
Inquiry Questions: ¿Qué resultado tiene su decision?
Unidad I – Lecc. 1 Heritage I Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: acumular, caballero, finca, pesadumbre, sagaz,
simultáneamente, talegón
Grammar: El lenguaje
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 1 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Administer a diagnostic
Language test
-Interview a respected older
person about their life
experiences
-Write an essay about advice
someone has given to you
-Read a newspaper article and
determine the lesson or advice
that the author is trying to
convey
-Create a newspaper article
based on the facts of this
legend
Other Assessments
Sendas I test bank , Unidad I,
lección 1
Evidence Outcomes
Students will be able to
-Demonstrate the ability to read informational texts
-Identify main ideas and supporting details from authentic print
-Develop an awareness of the similarities and differences of genres of written
texts in Spanish and English by listing the characteristics of a myth
-Differentiate between lenguaje, lengua, and idioma
-Write a narrative essay
-Engage in informational writing by incorporating research from appropriate
sources such as interviews
-Compare and contrast cultural legends
-Identify the letters of the Spanish alphabet
-Demonstrate evidence of self-correction in communication by editing writing
for common errors
Instruction
Key teaching and Learning Experiences
that imbed 21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness
Competencies in World Languages
Page 21 of 71 (see link in resources)
Students will know and understand
-culturally acceptable vocabulary
-cultural differences by comparing patterns of his/her own behavior or
interaction with others in various cultural settings by interviewing persons from
own culture and from others
Resources: Text pg. 2-11, Transparencies 1.1 A, B, C, Teacher’s Guide pg. 2-3, Language workbook pg. 2-12, 173-179, 183-185, Testing Guide pg. ix-xi, 1-2,
89, Spanish language newspapers, Spanish-Spanish dictionaries
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 2 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
Theme: : La comadre Sebastiana-Relato de Nuevo México Versión de Rodolfo
Anaya
Unidad: 1, El sentido de nuestras vidas - Tema de geografía-El suroeste
Inquiry Questions: ¿Qué importancia tiene el curandismo en la vida de la
gente de nuevo méxco?
Unidad I – Lecc. 2 Heritage I Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: atarantar, convidar, menosprecio, ejido, merced
Grammar: El lenguaje
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 3 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Administer a diagnostic
Language test
-Interview a respected older
person about their life
experiences
-Write an essay about advice
someone has given to you
-Read a newspaper article and
determine the lesson or advice
that the author is trying to
convey
-Create a newspaper article
based on the facts of this
legend
Other Assessments
Sendas I test bank , Unidad I,
lección 1
Evidence Outcomes
Students will be able to
-Demonstrate the ability to read informational texts
-Identify main ideas and supporting details from authentic print
-Develop an awareness of the similarities and differences of genres of written
texts in Spanish and English by listing the characteristics of a myth
-Differentiate between lenguaje, lengua, and idioma
-Write a narrative essay
-Engage in informational writing by incorporating research from appropriate
sources such as interviews
-Compare and contrast cultural legends
-Identify the letters of the Spanish alphabet
-Demonstrate evidence of self-correction in communication by editing writing
for common errors
Instruction
Key teaching and Learning Experiences
that imbed 21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness
Competencies in World Languages
Page 21 of 71 (see link in resources)
Students will know and understand
-culturally acceptable vocabulary
-cultural differences by comparing patterns of his/her own behavior or
interaction with others in various cultural settings by interviewing persons from
own culture and from others
Resources: Text pg. 2-11, Transparencies 1.1 A, B, C, Teacher’s Guide pg. 2-3, Language workbook pg. 2-12, 173-179, 183-185, Testing Guide pg. ix-xi, 1-2,
89, Spanish language newspapers, Spanish-Spanish dictionaries
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 4 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
Theme: : Los novios-Leyenda mexicana- Guanina-Leyenda
puertorriqueña
Unidad: 1, El sentido de nuestras vidas - Tema de geografía-El suroeste
Inquiry Questions: ¿Qué es la diferencia entre una leyenda y un mito?
Unidad I – Lecc. 3 Heritage I Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: gallardo, ímpetu, instar, hidalgo, sublevarse
Grammar: La oración: sujeto y predicado
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 5 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
- Investigate other stories with
cases of unconditional love
during a difficult situation such
as Romeo and Juliet
-Research the history of the
Aztec culture
-Research the use of
hieroglyphics in ancient writings
-Compose a 5-verse poem about
nature
Other Assessments
Sendas I test bank , Unidad I,
lección 3
Evidence Outcomes
Students will be able to
-Demonstrate their ability to read informational texts
-Identify main ideas and supporting details from authentic print
Identify major geographical features, cities and regions of Mexico
and Puerto Rico
-Compare and contrast of “Los Novios” and “Guanina”
-Identify the subject and predicate of a sentence
-Properly use capitalization rules in sentences
-Demonstrate evidence of self-correction in communication by
editing writing for common errors
Students will know and understand
- culturally acceptable vocabulary
- the impact of Hispanic/Latino historical events and cultures such as
Aztecs on contemporary culture
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Text pg. 21-38, Transparencies 1.4, 1.5 A, B, C, Teacher’s Guide pg. 6-7, Language workbook pg. 19-22, 173-179, 183-185, Testing Guide
pg. ix-xi, 5-6, 89, Spanish-Spanish dictionaries, Spanish language newspapers
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 6 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
Theme: : Once-Sandra Cisneros Traducción de Liliana Valenzuela
Unidad: 2: Nuestra vida en comunidad - Tema de geografía-España
Inquiry Questions: ¿Cómo cambiariá su vida a causa de una experiencia
vergonzosa?
Unidad 2 – Lecc. 2 Heritage I Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: repiquetear, embonar, regazo, barda, sarnoso
Grammar: El pronombre
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 7 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Create a poster based on your
interpretation of quotes from
the story
-Write a monologue based on
the point-of-view of a character
-Design a birthday card for
Raquel describing her bad
experience on her birthday
-Write a narrative essay about a
personal experience where you
were embarrassed at school
-Read and analyze supplemental
story*
Evidence Outcomes
Students will be able to
-read informational texts
-Identify main ideas and supporting details from authentic print
-Develop and use literacy skills in Spanish that will support student
success in other disciplines by recognizing the literary elements of
theme, setting, characters, timeline, conflict, and point of view
-Identify and use personal pronouns in a sentence
-Identify and use an onomatopoeia
-Demonstrate evidence of self-correction in communication
Students will know and understand
- culturally acceptable vocabulary
- life and achievements of Sandra Cisneros and be able to discuss her
contributions to her own and other cultures
- the difference between the use of b and v in writing
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Other Assessments
Sendas I test bank , Unidad 2,
lección 2
Resources: Text pg. 81-87, Transparencies 2.2 A, B, C, 2.3 , Teacher’s Guide pg. 18-20, 21-26*, Language workbook pg. 45-50, 178-186, Testing Guide
ix-xi, 23-25, 91, Spanish-Spanish dictionaries, Spanish language newspapers
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 8 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
Theme: : Informe de un País de Latino America
Unidad: Supplementary
Inquiry Questions: ¿Cómo compara tu vida en los estados unidos con un
país extranjero?
Informe de un Paiz Heritage I Curriculum Guide
Timeline: High School – 2 weeks
Vocabulary:
Grammar: Los artícilos
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 9 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Create a PowerPoint
-Group presentations
-create posters with pictures or
illustrations with a written
paper explaining
-Socratic seminar on politics
-Guest speaker from the country
-make and bring in food samples
Evidence Outcomes
Students will be able to
- Demonstrate evidence of self-correction in communication
- use proper register when speaking to a group
- demonstrate fluency in speaking and writing
- identify geography, economic, native languages, and current
events of the country
-compare and contrast different aspects of their country and that of
the US
- identify several famous people from their country
Other Assessments
Students will know and understand
- Cultural perspective of the customs, traditions and history of the
country
- About several notable famous people of the country
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Internet, Library, Sendas 1,
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 10 of 27
Spanish Heritage I Curriculum Guide
9th through 12th Grades
Greeley-Evans School District 6
Unidad 2 lección 4 Heritage I Curriculum Guide
Theme: : Poema con niños-Nicolás Guillén
Unidad: 2: Nuestra vida en comunidad - Tema de geografía-España
Timeline: High School – 3 weeks
(Last chapter in Semester 1)
Inquiry Questions: ¿Cómo forma un esteriotipo?
Vocabulary: aguardar, autoitario, botica, fonda, valla
Grammar: El adjetivo
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Create a poster illustrating a
quote from the story
-Write a critical analysis of one
group’s poster
-Research racial stereotypes
seen in newspaper or on
television
-Investigate the demographics of
the United States and the idea
of the country being a “melting
pot” of cultures
Greeley-Evans School District 6
Revised 2015-2016
Evidence Outcomes
Students will be able to
-Demonstrate the ability to read informational texts
-Identify main ideas and supporting details from authentic print
-Develop literacy skills in Spanish that will support student success in
other disciplines by analyzing the literary element of theme
-Identify differences in cultural perspectives which lead to
generalizations among Hispanic cultures by identifying examples of
stereotypes
-Identify qualifying and determinative adjectives
-Use appropriate vocabulary in appropriate situations
-Use the letter “h” correctly within a word
-Demonstrate evidence of self-correction in communication by
Page 11 of 27
Spanish Heritage I Curriculum Guide
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
-Interview students at school to
research the racial climate at
your school
Other Assessments
Sendas I test bank , Unidad 2,
lección 4
editing writing for common errors
Students will know and understand
- use culturally acceptable vocabulary
-life and achievements of Nicolas Guillen and be able to discuss his
contributions to his own and other cultures
Resources: Text pg. 105-113, Transparencies 1.2, 2.5 A, B, C, Teacher’s Guide pg. 29-30, Language workbook pg. 55-59, 178-186, Testing Guide pg. ixxi, 29-30, 92, Spanish-Spanish dictionaries, Spanish language newspapers
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 12 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
Theme: : Cajas de cartón-Francisco Jiménez
Unidad: 3, La experiencia migrante - Tema de geografía-México
Inquiry Questions: ¿Cómo afecta la mudanza a la vida de un migrante?
Unidad 3 lección 1 Heritage I Curriculum Guide
Timeline: High School – 4 weeks
(First chapter in Semester 2)
Vocabulary: bracero, disminuir, magullado, roer, pupitre, comején,
instintivamente, muchedumbre, surco
Grammar: El verbo, las partes del verbo
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 13 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Create a poster representing
the theme of the story
-Write an essay predicting the
main character’s life in 20 years
-Write a poem about a time you
had to leave someone or
something behind
-Read articles in the newspaper
about migrant workers
-Review the geography of
California
-Investigate immigrant life here
in --North Carolina and other
states with high Hispanic
immigrant populations
-Examine the current debate on
immigration laws in the United
States
-Keep a reflective journal about
reactions to the reading
-Write about your first day of
school at a new school
-Write a letter to an incoming
student to your school
describing -what a typical day is
like here
-Review the alphabet, vowels,
consonants, and how to break
words down into syllables
-Differentiate between the
spelling of words with z and s
-Review the rules of accents
-Research the use of imagery in
this chapter
-Write about a time where you
had to move to a new city and
school
-Interview someone who has
worked as a migrant farm
Greeley-Evans School District 6
Revised 2015-2016
Evidence Outcomes
Students will be able to
-read informational texts
-Identify main ideas and supporting details from authentic print
-Interpret print materials by making predictions, inferences, and
drawing conclusions about the motives, feelings, and the future
actions of the main character
-Identify the root and the ending of a verb
-Identify an infinitive in a sentence
-Develop an awareness of the differences and similarities in
structural patterns in Spanish and English by separating words into
syllables
-Demonstrate evidence of self-correction in communication by
editing writing for common errors
Students will know and understand
- use culturally acceptable vocabulary
-the changing nature of language and the impact of Spanish and
English on each other by analyzing “Spanglish”
Page 14 of 27
Spanish Heritage I Curriculum Guide
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
worker
-Describe your ideal summer
vacation
-Keep a reflective journal about
reactions to the reading
-Discuss the words of the
“Declaration of Independence”
along with other important
American texts such as the
“Pledge of Allegiance” and “The
Star Spangled Banner”
Other Assessments
Sendas I test bank , Unidad 3,
lección 1
Resources: Text pg. 138-158 (en Entre Mundos, pg. 75-80), Transparencies 3.1 A, B, C, Teacher’s Guide pg. 37-40, Language workbook pg. 75-78, 178186, Testing Guide pg. ix-xi, 39-41, 93, Spanish-Spanish dictionaries, Spanish language newspaper, Internet, Sendas Literias I, Language workbook – pg.
111, 116, 122, 126-127 , Sendas Literias I, Language workbook – pg. 141, 145 , The Movie A Day Without Mexicans (R)
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 15 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
Theme: : El trabajo en el campo-Rose del Castillo Guilbault Traducción
de Ruth Barraza
Unidad: 3, La experiencia migrante - Tema de geografía-México
Inquiry Questions: ¿Cuál es es trabajo más duro que te has realizado en
tu vida?
Unidad 3 lección 2 Heritage I Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: escéptico, cuadrilla, gesticular,escollo, aletargar, emanar, insidioso,
enfático
Grammar: Resumen
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 16 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
- Interview a person about a
difficult work experience
-Write a screenplay of “El
trabajo en el campo” that could
occur in modern times
-Write a dialogue that could
occur between characters from
a scene of the story
-Write a letter from Rosa (“El
trabajo en el campo”) to
Panchito (“Cajas de carton”)
about the importance of
working hard
Other Assessments
Sendas I test bank , Unidad 3,
lección 2
Evidence Outcomes
Students will be able to
-read informational texts
-Identify main ideas and supporting details from authentic print
-Identify nouns, verbs, and adjectives in a text
-Interpret the literary elements of the story such as theme, setting,
characters, and conflict
-Identify the tense and mode of a verb
-Identify the different types of dipthongs
-Demonstrate evidence of self-correction in communication by
editing writing for common errors
Students will know and understand
- use culturally acceptable vocabulary
-the changing nature of language and the impact of Spanish and
English on each other by analyzing “Spanglish”
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Text pg. 159-172, Transparencies 1.2, 3.2 A, B, C, Teacher’s Guide pg. 41-42, Language workbook pg. 79-82, 178-186, Testing Guide pg. ixxi, 43-44, 93, Spanish-Spanish dictionaries, Spanish language newspaper, Internet
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 17 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
Theme: : ¡Al partir!-Gertrudis Gómez de Avellaneda
Unidad: 3, La experiencia migrante - Tema de geografía-México
Inquiry Questions: ¿Cómo sentirás si tuvieras que mudarse de su país
nativo?
Unidad 3 lección 4 Heritage I Curriculum Guide
Timeline: High School – 2 weeks
Vocabulary: opaco, izar, impelar, turgente, chusma, hado, halagar
Grammar: La conjugación
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 18 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Read a poem or song and
identify the elements of a poem
-Memorize a poem or song and
recite it to the class
-Write a postcard based on
feelings expressed in the poem
-Write a description of the
creation of the poem (the muse)
-Write a diary entry about the
author’s trip from Cuba
Other Assessments
Sendas I test bank , Unidad 3,
lección 4
Evidence Outcomes
Students will be able to
-read informational texts
-Demonstrate the ability to read informational texts
-Identify main ideas and supporting details from authentic print
-Develop an awareness of the similarities and differences of genres
of written texts in Spanish and English by identifying the
characteristics of the different a poem such as prose, verses, and
stanzas
-Conjugate verbs and identify verb conjugations
-Differentiate between literary and common language usage
-Identify tripthongs
-Demonstrate evidence of self-correction in communication by
editing writing for common errors
Students will know and understand
- use culturally acceptable vocabulary
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Text pg. 189-195, Transparencies 3.4 A, B, C, 3.5, 4.6, Teacher’s Guide pg. 45-46, Language workbook pg. 89-92, 178-186, Testing Guide pg.
ix-xi, 47-48, 93-94, Spanish-Spanish dictionaries, Spanish language newspapers, Internet
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 19 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9th through 12th Grades
La Misma Luna-(movie) Heritage I Curriculum Guide
Theme: : La Misma Luna (Movie)
Timeline: High School – 1 weeks
Inquiry Questions: ¿Cómo afectará su vida si estabas separado de sus
padres en su niñez?
Vocabulary:
Grammar: Los verbos regulares e irregulares
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 20 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
- Describe a difficult situation
that you have overcome
-Draw and label a brochure that
welcomes people to the U.S.
-Event plan for a trip you would
take to a different country
-Project which could be a
PowerPoint, poster with photos
or illustrations and a written
paper describing the paper, a 2
page report, or a recorded
interview an immigrant.
Other Assessments
Evidence Outcomes
Students will be able to
-read informational texts
-Identify main ideas and supporting details from authentic print
-Interpret print materials by making predictions, inferences, and
drawing conclusions about the motives, feelings, and future actions
of the main character
-Identify and conjugate regular and irregular verbs
-Differentiate between real and false cognates
-Differentiate between a dipthong, tripthong, and an hiato
-Demonstrate evidence of self-correction in communication by
editing writing for common errors
Students will know and understand
- use culturally acceptable vocabulary
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Text pg. 196-214, Transparencies 3.6 A, B, C, Teacher’s Guide pg. 47-48, Language workbook pg. 93-96, Testing guide pg. ix-xi, 49-50, 94,
Spanish-Spanish dictionaries, Spanish language newspapers, Internet
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 21 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
Theme: : Como un escolar sencillo-Senel Paz
Unidad: 4, Relaciones familiares-Tema de geografía-Cuba
Inquiry Questions: ¿Cómo atraena la Buena suerte?
9th through 12th Grades
Unidad 4 lección 1 Heritage I Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: guajiro, boina, sindicato, menudo, palanganas, haraganear, guagua,
aureola, embullar, carnet, insinuar
Grammar: Los tiempos del verbo
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 22 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Compare and contrast yourself
and the narrator
-Write an essay comparing and
contrasting the popularity of the
main character in the story and
how would he be in your school
-Write a letter from Pedrito to his
mother describing his school
environment and life
-Investigate the geography and
history of Cuba and leader Fidel
Castro
-Write a letter to the Spanish
language newspaper to thank
them for their donation to the
school
Evidence Outcomes
Students will be able to
-Demonstrate the ability to read informational texts
-Identify main ideas and supporting details from authentic print
-Investigate the life and achievements of author Senel Paz
-Recognize when to use the present tense
-Conjugate regular verbs in the present tense
-Demonstrate sensitivity and use appropriate level of formality and
language for intended audiences according to status and age by
knowing when to use formal vs. non-formal language in professional
letter writing
-Engage in informational writing by writing a professional letter
-Use accents correctly on “las palabras agudas”
-Demonstrate evidence of self-correction in communication with
others by editing writing for common errors
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Students will know and understand
- use culturally acceptable vocabulary
Other Assessments
Sendas I test bank , Unidad4,
lección 1
Resources: Text pg. 226-246, Transparencies 1.2, 4.1 A, B, C, Teacher’s Guide pg. 53-54, Language workbook pg. 2-6, 107-112, 183-185, Testing Guide
pg. ix-xi, 55-56, 95, Spanish language newspapers ,Spanish-Spanish dictionaries, Internet
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 23 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9 th through 12th Grades
Theme: : Mi abuela fumaba puros-Sabine Ulibarrí
Unidad: 4, Relaciones familiares-Tema de geografía-Cuba
Inquiry Questions: ¿Cuál es la importancia de tus abuelos en tu vida?
Unidad 4 lección 3 Heritage I Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: pendenciero, preámbulo, ultrajado, índole, idílico, peripecia
Grammar: El presente perfecto y el pluscuamperfecto
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 24 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
-Revise a biographical sketch of
one of the characters of the story
and have a partner proofread it
-Write your own biographical
sketch about a family member,
friend, or celebrity
-Create a brochure about the
place where you grew up
-Investigate the Hispanic
presence in the Southwest
United States in states such as
New Mexico
Other Assessments
Sendas I test bank , Unidad 4,
lección 3
Evidence Outcomes
Students will be able to
-read informational texts
-Identify main ideas and supporting details from authentic print
-Identify narrative elements of the story such as setting, theme,
main characters, and point of view
-Recognize the elements of a biographical sketch
-Use and differentiate between the present perfect and past perfect
tenses
-Demonstrate sensitivity and use appropriate level of formality and
language for intended audiences according to status and age by
knowing when to use formal vs. non-formal language in using titles
such as Señor, Señora, Señorita, Don, and Dona correctly
-Use accents correctly on “las palabras esdrújulas y sobreesdrújulas”
-Demonstrate evidence of self-correction in communication with
others by editing writing for common errors
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Students will know and understand
- use culturally acceptable vocabulary
- the life and achievements of author Sabine Ulibarri
Resources: Text pg. 259-280, Transparencies 1.2, 4.4 A, B, C, Teacher’s Guide pg. 56-57, Language workbook pg.119-123, 183-185, Testing Guide pg.
ix-xi, 61-62, 95, Spanish language newspapers, Spanish-Spanish dictionaries, Internet
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 25 of 27
Spanish Heritage I Curriculum Guide
Greeley-Evans School District 6
9 th through 12th Grades
Theme: : Tres generaciones-Rosaura Sánchez
Unidad: 4, Relaciones familiares-Tema de geografía-Cuba
Inquiry Questions: ¿Cómo cambiará la opinion sobre cualquier tema
entre tus abuelos, tus padres y tú?
Unidad 4 lección 5 Heritage I Curriculum Guide
Timeline: High School – 2 weeks
Vocabulary: refunfuña, acaparar, subyacante, raquítica, recriminación, candente
Grammar: Complementos del verbo
Heritage I : Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical
structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures
(interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Greeley-Evans School District 6
Revised 2015-2016
Page 26 of 27
Spanish Heritage I Curriculum Guide
Assessments
Performance Tasks
- Write about a situation where
you and an older person (parent,
grandparent, etc.) had a different
opinion about a situation
-Analyze the story from the point
of view of different characters*
-Create a new dialogue between
characters and present it to the
class
-Write an evaluation of the
dialogues other students wrote
-Write a biographical sketch of
Mari as if she were much older
-Analyze the use of “Spanglish”
amongst different generations
Evidence Outcomes
Students will be able to
-read informational texts
-Identify main ideas and supporting details from authentic print
-Analyze the theme of the story
-Recognize the impact of Spanish and English on each other by
investigating the use of “Spanglish”
-Identify and differentiate between the use of direct, indirect and
personal pronouns
-Develop an awareness of the similarities and differences of familiar
genres of written texts such as writing invitations
-Review the use of accents
Other Assessments
Sendas I test bank , Unidad 4,
lección 5
Students will know and understand
- use culturally acceptable vocabulary
- the life and achievements of author Rosaura Sanchez
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
-Demonstrate evidence of self-correction in communication with
others by editing writing for common errors
Resources: Text pg. 300-319, Transparencies 4.6, 4.7 A, B, C, Teacher’s Guide pg. 59-69*, Language workbook pg. 129-132, Testing Guide pg. ix-xi, 6566, 96, Spanish language newspapers, Spanish-Spanish dictionaries, Internet
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
Revised 2015-2016
Page 27 of 27
Spanish Heritage I Curriculum Guide