Spanish I Projected/Diary Map Month Sample
GENERIC LAYOUT—MAY HAVE SLIGHLTY DIFFERENT VISUAL APPEARANCE DEPENDING ON MAPPING SYSTEM USED
Mon
Content
Oct
MEASURMENT II
A. Number Recognition:
0-39, cero-treinta y nueve
Resources
--Flashcards
--Spanish Bingo
--Dry Erase Boards/
Markers
B. Time: Hour, 1/2 Hour
Resources
--Flashcards
GRAMMAR II
C. Definite Articles:
Singular, Plural
D. Genders: Masculine,
Feminine
Skills
Assessment
Activities/
Strategies
Standards
A1. Recite and write numerals in isolation
or in sequence starting with any given
number
A2. Write number words in isolation or in
sequence starting with any given number
A3. Solve orally computation problems
using 2 numerals and mathematical symbol
terms: el más, menos, multiplicado,
dividido, iguala
A1-A2, B1. 20 Item
(Mathcing/FinB) Test
A1-A2. 15 Item FinB
Quiz
A3. 5 Problem Oral
Performance
(Evaluation: Teacher
Ob/Checklist)
A1-A2. SmallA.
group flashcards FL.1.5 (D)
A1. Bingo game
A3. Dry erase
board numeric/
symbol
translation of
teacher-stated
problem
B1. Tell orally and in writing time using
analog and digital faces and terms: en
punto, treinta
B1. 10 Oral Time
Translations
(Evaluation: Teacher
Ob/Checklist)
B1. 10 Written Time
Translations
B1. Small-group B.
flashcards
FL.1.5 (D)
C1. Distinguish orally and in writing
between singular and plural words based
on “the” form used: el, los, la, las
D1. Select orally and in writing appropriate
“the” form for given Spanish words
D2. Identify in writing masculine/feminine
words in Spanish based on “the” form and
contextual clues: –o, -a
C1-D2. 20 (Matching/
Word Identification)
Quiz
C1. FOR Oral Article
Identification Word
Exercises (Evaluation:
Teacher Ob/Student
Feedback)
D1. FOR Oral Form
Identification Word
Exercises (Evaluation:
Teacher Ob/Student
Feedback)
C.
FL.1.3 (D)
D.
FL.1.3 (D)
Mon
Content
ENVIRONMENTS I
E. Colors: rojo, naranjado
(naranja), amarillom
verde, azul, morado
.
F. 2-Dimensional Shapes:
El círculo, el Cuadrado, el
Rectángulo, el Diamante
Resources
--Flashcards
CULTURE
APPRECIATION II
G. Holiday: Day of the
Dead
Resources
--Internet Searches
--http://www.dayofthe
dead.com (Day of the
Dead)
Skills
Assessment
Activities/
Strategies
Standards
E1. Describe orally common objects main E1. 5 Descriptive Oral
color using simple sentences (e.g., La silla Sentence Formations
roja es pequeña.)
E2. 5 Follow Directions
E2. Follow in writing oral and written
Quiz
directions involving color words
E3. FOR Agreement
E3. Recognize orally singular/plural and
Statements
masculine/feminine nouns and make
(Evaluation: Teacher
adjectives (colors) agree accordingly
Ob/Student Feedback)
E2. Color-bynumbers
pictures using
Spanish color
words and
direction
sentences
E.
FL.2.1 (I)
F1. Describe orally and in writing common
objects main shape using simple
sentences (e.g., La puerta es un
rectángulo.)
F2. Follow in writing oral and written
directions involving shape and color words
F3. Answer orally and in writing questions
incorporating color and shape terms for
response statements/sentences
F1-F3. FOR 5 Written
Question-Answer
Quizzes
F1, F3. FOR Small
Group Oral Sentence
Exchanges
(Evaluation: TeacherPeer Review/
Checklist)
F1. Small-group F.
colors and
FL.2.1 (I)
shapes of
common objects
flashcards
G1. Compare and contrast in writing 3
holiday characteristics: religious,
ceremony, food between Day of the Dead
and Halloween using search engine
G2. Summarize in writing 3 holiday
characteristics: religious, ceremonial, food
as celebrated in Mexico versus United
States
G1. FOR Holiday
Internet Search Note
Taking Comparison
(Evaluation: Teacher
Ob/Rubric)
G2. Summarization
Podcast (Evaluation:
Peer Review/Rubric)
G1. Translate
personal notes
and citing from
online search
results
G2. Tech
Support from
Lab working with
students in small
groups
G.
FL2.1 (D)
TL3.1. (R)
TL4.1 ( R)
ELA4.2 (R)
2