THE SCHOOL DISTRICT OF LEE COUNTY
Quarterly Content Guide 2014-2015
Spanish 1A ( Course 0708010Y)
Adopted Instructional Materials:
Spanish 1A: Avancemos 1 (Publisher: Holt McDougal)
Q1
Hola-Introduction to Spanish basic skills
Q2
Un rato con los amigos
Q3
Vamos a la escuela
Q4
Comer en familia
Quarter 1 – 43 Days
Quarter 2 – 47 Days
Quarter 3 – 47 Days
Quarter 4 – 43 Days
Major Concepts/Content: Spanish 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of
communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also
included as well as culture, connections, comparisons, and communities.
Quarter 1- At the end of this unit, learners can greet people and say goodbye, introduce yourself and others, ask and say how to spell names, say where you are
from, exchange phone numbers, say what day of the week it is, describe the weather, and respond to classroom instructions.
Quarter 2- At the end of this unit, learners can talk about activities, tell where you are from, say what you like and don’t like to, describe yourself and others, and
identify people and things.
Unit 3- At the end of this unit learners can describe and compare school schedules, classes, and school supplies in both their own school and schools in Spanishspeaking countries. Learners can also express opinions about their classes, teachers, and school. They can describe and sequence their class schedule. They can
locate and identify classroom items. Finally, learners can ask and answer questions about school life.
Unit 4- At the end of this unit learners can talk about foods and beverages, ask questions, say which foods you like and don’t like, talk about family, ask and tell ages,
express possession, give dates, and make comparisons.
Page 1 of 45
Updated: September 23, 2015
Additional Course Information
Professional Development
World Languages Modes of
Communication (Standards
indicators 1,2,3,4,…,9)
1. Interpretive Listening:
The student will be able to
understand and interpret
information, concepts, and ideas
orally from a variety of
culturally authentic sources on a
variety of topics in the target
language.
2. Interpretive Reading:
The student will be able to
understand and interpret
information, concepts, and ideas
in writing from a variety of
culturally authentic sources on a
variety of topics in the target
language.
3. Interpersonal
Communication:
The student will be able to
engage in conversations and
exchange information, concepts,
and ideas orally and in writing
with a variety of speakers or
readers on a variety of topics in a
culturally appropriate context in
the target language.
4. Presentational Speaking:
The student will be able to
present information, concepts,
and ideas to an audience of
listeners on a variety of topics in
a culturally appropriate context
in the target language.
District
• Book Adoption Training
• World Language PLC
Training
• Differentiation Learning
Training
• Technology in World
Languages
Page 2 of 45
General Resources
•
•
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•
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www.cpalms.org
www.fldoe.org/instructionalstandards
www.duolinguo.com
www.Word-reference.com
www.tes.co.uk
www.actfl.org
www.my.hrw.com (textbook resource)
•
Can Do statements from NCSSFL-ACTFL
How to Use the NCSSFL-ACTFL Can-Do Statements
•
Linguafolio
Optional/helpful
• World Language
Teaching Methods
• Testing and Assessing
World Languages skills
Updated: September 23, 2015
5. Presentational Writing:
The student will be able to
present information, concepts,
and ideas to an audience of
readers on a variety of topics in a
culturally appropriate context in
the target language.
Intercultural Standards
6. Culture:
The student will be able to use
the target language to gain
knowledge and demonstrate
understanding of the relationship
among practices, products, and
perspectives of cultures other
than his/her own.
7. Connections: The student will
be able to acquire, reinforce, and
further his/her knowledge of
other disciplines through the
target language.
8. Comparisons: The student
will be able to develop insight
into the nature of the target
language and culture by
comparing his/her own
language(s) and cultures to
others.
9. Communities: The student
will be able to use the target
language both within and beyond
the school setting to investigate
and improve his/her world
beyond his/her immediate
surroundings for personal growth
and enrichment.
Page 3 of 45
Updated: September 23, 2015
State Assessment Information
Helpful Websites
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•
•
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•
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Page 4 of 45
www.cpalms.org
www.fldoe.org/instructionalstandards
www.duolingo.com
www.Word-reference.com
http://www.languageguide.org/spanish/vocabulary/
http://www.languageguide.org/spanish/grammar/conjugations/
http://www.languageguide.org/
http://www.iteachspanish2.com/Spanish_for_Teachers/Bienvenidos.html
http://www.songsforteaching.com/spanishsongs.htm
http://www.laits.utexas.edu/spe/index.html
http://www.bbc.co.uk/schools/gcsebitesize/spanish/
http://telealacarta.es/
http://www.rtve.es/noticias/directo/canal-24h/
http://www.tuenlinea.com/
http://www.delearte.com/2012/03/el-mundo-con-ene-revista-gratuitapara.html
http://miscositas.com/spanish.html
http://funforspanishteachers.blogspot.fr/2012/08/17-fun-games-to-playin-spanish-class_15.html
http://lyricstraining.com/
http://www.actfl.org/publications/all/the-language-educator/webwatch-online/web-watch-online-archive
http://zachary-jones.com/zambombazo/
http://www.spanish4teachers.org/
http://www.senorwooly.com/
http://www.learner.org/resources/series185.html
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1
Adopted Instructional Materials:
Academic Plan 2015-2016
Pacing Range: 9 weeks
Spanish 1A ( Course 0708010Y)
Spanish 1A: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of this unit, learners can greet and say goodbye, introduce themselves and others, ask and say how to spell names, say where
they are from, exchange phone numbers, say what day of the week it is, describe weather, and responds to classroom instructions.
Standards
World Languages Next Generation Sunshine State Standards
Florida Standards
WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and
questions about self and personal experiences, through gestures, drawings,
pictures, and actions.
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing
with simple and concrete daily activities and needs presented in a clear, slow,
and repeated speech.
WL.K12.NM.1.5: Demonstrate understanding of simple rhymes, songs, poems,
and read aloud stories.
WL.K12.NM.2.3: Demonstrate understanding of simple written
announcements with prompting and support.
WL.K12.NM.2.4: Recognize words and phrases when used in context on
familiar topics.
WL.K12.NM.3.1: Introduce self and others using basic, culturally-appropriate
greetings.
WL.K12.NM.3.4: Exchange essential information about self, family, and familiar
topics.
WL.K12.NM.3.5: Understand and use in context common concepts (such as
numbers, days of the week, etc.) in simple situations.
WL.K12.NM.3.7: Understand and respond appropriately to simple directions.
WL.K12.NM.4.1: Provide basic information about self and immediate
surroundings using words and phrases and memorized expressions.
WL.K12.NM.4.2: Present personal information about self and others.
WL.K12.NM.6.1: Recognize basic practices and perspectives of cultures where
the target language is spoken (such as greetings, holiday celebrations, etc.)
WL.K12.NM.6.2: Recognize common patterns of behavior (such as bod
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–
10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
a.
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b.
Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, and presentation of alternate
views), clear goals and deadlines, and individual roles as needed.
c.
Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others into
the discussion; and clarify, verify, or challenge ideas and conclusions.
d.
Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
Page 5 of 45
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience,
and task.
Updated: September 23, 2015
language, gestures) and cultural practices and/or traditions associated with
the target culture.
WL.K12.NM.6.4: Recognize products o culture (e.g., food, shelter, clothing,
transportation, toys)
WL.K12.NM.8.3: Identify celebrations typical of the target culture and one’s
own.
WL.K12.NH.1.6: Follow directions or instructions to complete a task when
expressed in short conversations.
WL.K12.NH.2.4: Identify key detailed information needed to fill out forms.
WL.K12.NH.3.2: Exchange information about familiar tasks, topics and
activities, including personal information.
WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to
complete a task.
WL.K12.NH.6.1: Use information acquired through the study of the practices
and perspectives of the target culture to identify some of their characteristics
and compare them to own culture.
WL.K12.NH.6.3: Recognize different contributions from countries where the
target language is spoken and how these contributions impact our global
society.
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target
culture.
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new
knowledge from other disciplines.
WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate
comprehension and expression of key vocabulary in the target language to
reinforce existing content area knowledge.
WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of
behavior of the target language by comparing information acquired in the
target language to further knowledge of own language and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures
between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target
culture and compare to own culture.
Page 6 of 45
Updated: September 23, 2015
Big Idea
Knowledge of the Spanish language and culture is a valuable asset in our global world
Essential Outcome Questions
In what ways is learning another language beneficial?
How do I share basic personal information to get to know others?
Where is Spanish spoken in a global world?
How do Spanish-speaking people living in New York City celebrate their culture?
How can artists give back to their neighborhood through their work?
Aligned Learning Goals
District Adopted
Supplemental
Materials
Resources
Introduce oneself and others, respond to an introduction, and respond
to/initiate greetings and farewells.
Ask/give personal information
Understand and use numbers (0-10)
Page 7 of 45
• Maps in Front of text
• Unit-Lección Preliminar
• Workbook: Lección
Preliminar
• Communicative
activities manual
• Listening activities
• Student Text Audios
CD1
• Assessment Audio CD 1
• Sing-along songs Audio
CD
• Lección Preliminar
Resource books
• Smartboard activities
Strategies for
Differentiation
Reading Jigsaw Activity:
Why learning a foreign
Language:
Vocabulary Presentation:
Quizlet.com,
Spanish Country
Research Project
See (Helpful Websites)
Kagan Structures:
Mix-Pair-Share: Give an
index card with a name and
country to each student.
Have students introduce
themselves to each other.
Rally Robin: Recite the
alphabet
Line Ups: Birthdays
Bump Up
See Pre-AP Lesson materials
Bump Down
See Modified Lesson
materials
Updated: September 23, 2015
Interpersonal:
•
Partners should greet
each other, ask each other
how they are, and then
say goodbye.
Interpretive:
• Listen to descriptions
and invitations
• Read simple
descriptions about
Spanish-speaking
countries
Learning Activities
Presentational:
• Role-Plays of greeting •
and meeting others
• Create Facebook Page
with personal
information
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation-La letra h
Hot Potato Game-Alphabet
Label map
Summative Assessment(s):
Summative Assessment(s):
Lección Preliminar Prueba 1 y 2
Examen Lección Preliminar
Structures:
The Spanish alphabet
•
•
•
•
Cultures:
¡Hola! P.1
Un mural en Nueva York
p.9
Agosto-Feria de Málaga C2
Septiembre-Día de la
Independencia C4
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Performance Assessment
Spanish Country Project
You will be assigned to research one Spanish speaking country, and will be
responsible for sharing your findings with the class in the form of a poster
presentation. You will teach your classmates about the country you
researched. Since you are only beginning your studies of the Spanish
language, this project may be presented in English.
Page 8 of 45
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 2
Adopted Instructional Materials:
Academic Plan 2014-2015
Spanish 1A ( Course 0708010Y)
Pacing Range: 9 weeks
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of this unit, learners can talk about activities, tell where you are from, say what you like and don’t like to, describe yourself and others,
and identify people and things.
Standards
World Languages Next Generation Sunshine State Standards
Florida Standards
WL.K12.NM.1.1: Demonstrate understanding of basic words,
phrases, and questions about self and personal experiences,
through gestures, drawings, pictures, and actions.
WL.K12.NM.1.2: Demonstrate understanding of everyday
expressions dealing with simple and concrete daily activities and
needs presented in a clear, slow, and repeated speech.
WL.K12.NM.1.3: Demonstrate understanding of basic words and
phrases in simple messages and announcements on familiar
settings.
WL.K12.NM.1.4: Demonstrate understanding of simple
information supported by visuals through a variety of media.
WL.K12.NM.2.1: Demonstrate understanding of written familiar
words, phrases, and simple sentences supported by visuals.
WL.K12.NM.2.3: Demonstrate understanding of simple written
announcements with prompting and support.
WL.K12.NM.2.4: Recognize words and phrases when used in
context on familiar topics.
WL.K12.NM.3.2: Participate in basic conversations using words,
phrases, and memorized expressions.
WL.K12.NM.3.3: Ask simple questions and provide simple
responses related to personal preferences.
WL.K12.NM.3.4: Exchange essential information about self, family,
and familiar topics.
WL.K12.NM.3.5: Understand and use in context common concepts
(such as numbers, days of the week, etc.) in simple situations.
Page 9 of 45
LAFS.910.SL.1.1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
a.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on
the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, and presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
c.
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and conclusions.
d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Updated: September 23, 2015
WL.K12.NM.3.6: Use appropriate gestures, body language, and
intonation to clarify a message.
WL.K12.NM.3.8: Differentiate among oral statements, questions,
and exclamations in order to determine meaning.
WL.K12.NM.4.1: Provide basic information about self and
immediate surroundings using words and phrases and memorized
expressions.
WL.K12.NM.4.2: Present personal information about self and
others.
WL.K12.NM.4.3: Express likes and dislikes.
WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target
language that deal with familiar topics.
WL.K12.NM.4.6: Present simple information about a familiar topic
using visuals.
WL.K12.NM.5.1: Provide basic information in writing using familiar
topics, often using previously learned expressions and phrases.
WL.K12.NM.5.2: Fill out a simple form with basic information.
WL.K12.NM.5.3: Write simple sentences about self and/or others.
WL.K12.NM.5.4: Write simple sentences that help in day-to-day
life communication.
WL.K12.NM.5.5: Write about previously acquired knowledge and
experiences.
WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas
related to a task.
WL.K12.NM.6.2: Recognize common patterns of behavior and
cultural practices and/or traditions associated with the target
culture.
WL.K12.NM.6.3: Participate in age-appropriate and culturally
authentic activities such as celebrations, songs, games, and
dances.
WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter,
clothing, transportation, toys).
WL.K12.NM.7.2: Identify basic information common to the world
language classroom and other disciplines.
WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the
target language in order to compare words that are similar to
those in his/her own language.
Page 10 of 45
Updated: September 23, 2015
WL.K12.NM.8.2: Recognize true and false cognates in the target
language and compare them to own language.
WL.K12.NM.8.3: Identify celebrations typical of the target culture
and one’s own.
WL.K12.NM.9.1: Use key words and phrases in the target language
to participate in different activities in the school and community
settings.
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and
frequently used expressions supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short
conversations in familiar contexts.
WL.K12.NH.1.3: Demonstrate understanding of short, simple
messages and announcements on familiar topics.
WL.K12.NH.1.4: Demonstrate understanding of key points on
familiar topics presented through a variety of media.
WL.K12.NH.2.1: Determine main idea from simple texts that
contain familiar vocabulary used in context.
WL.K12.NH.3.1: Engage in short social interactions using phrases
and simple sentences.
WL.K12.NH.3.3: Exchange information using simple language
about personal preferences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about
personal information.
WL.K12.NH.3.6: Use basic language skills supported by body
language and gestures to express agreement and disagreement.
WL.K12.NH.4.1: Provide basic information on familiar topics using
phrases and simple sentences.
WL.K12.NH.4.4: Present personal information about one’s self and
others.
WL.K12.NH.5.1: Write descriptions and short messages to request
or provide information on familiar topics using phrases and simple
sentences.
WL.K12.NH.5.2: Write simple statements to describe aspects of
daily life.
WL.K12.NH.5.4: Write short personal notes using a variety of
media.
WL.K12.NH.5.7: Pre-write by generating ideas from multiple
sources based upon teacher directed topics.
Page 11 of 45
Updated: September 23, 2015
WL.K12.NH.6.1: Use information acquired through the study of the
practices and perspectives of the target culture to identify some of
their characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and
attitudes and their relationship to practices in the cultures studied.
WL.K12.NH.6.3: Recognize different contributions from countries
where the target language is spoken and how these contributions
impact our global society (e.g., food, music, art, sports, recreation,
famous international figures, movies, etc.
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of
the target culture.
WL.K12.NH.7.1: Use vocabulary acquired in the target language to
access new knowledge from other disciplines.
WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to
facilitate comprehension and expression of key vocabulary in the
target language to reinforce existing content area knowledge.
WL.K12.NH.8.1: Distinguish similarities and differences among the
patterns of behavior of the target language by comparing
information acquired in the target language to further knowledge
of own language and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical
structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the
target culture and compare to own culture.
Page 12 of 45
Updated: September 23, 2015
Big Idea
Knowledge of who I am and what I like to do helps me get to know others.
Essential Outcome Questions
How do I share information about what I like and don’t like to do?
How do I describe myself and others?
What are the favorite activities of teens in a dual-language school in Florida?
What Latino cultural elements exist in San Antonio and Miami?
What kind of things are there to do in San Antonio, Miami, and where you live?
Aligned Learning Goals
District Adopted Materials
Supplemental Resources
Talk about activities and say what you like and do not like
to do
Tell where you are from
Describe yourself and others
Page 13 of 45
•
•
•
•
•
•
•
•
•
Textos: Unidad 1
Workbook
Communicative activities
manual
Listening activities
Student Text Audios CD1
Assessment Audio CD 1
Sing-along songs Audio CD
Unidad 1 Resource books
Smartboard activities
www.quizlet.com
http://www.sitiosargentin
a.com.ar/
See (Helpful Websites)
Strategies for
Differentiation
• See additional and
specific differentiated
strategies in TE
• Kagan-Structures
Round Robin
Inside-Outside Circle
Bump Up
See Pre-AP Lesson
materials
Bump Down
See Modified Lesson
materials
Updated: September 23, 2015
Interpersonal
• Survey and interviews
about likes and dislikes
and personality
• Discuss your favorite
activities with classmates
Interpretive:
• Listen to descriptions
students’ likes and
dislikes and personality
• Complete Venn
Diagram with listening
activity p.60
Learning Activities
Presentational:
• Role-plays/skits of
describing likes and
dislikes
• Create a yearbook
entry p.80
• Oral presentation p.80
Structures:
• Subject pronouns
and ser
• De to describe where
you are from
• Gustar with and
infinitive
• Definite and
indefinite articles
• Noun-adjective
agreement
Culture:
• Los Premios
Jueventud p.41
• El arte de Miami p.44
• ¿Qué te gusta hacer?
p. 48-49
• El arte en Texas p.68
• Saludos desde San
Antonio y Miami
p.72-73
• Septiembre-Día de la
Independencia C4
• Octubre-El 12 de
octubre C6
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation
Summative Assessment(s)
Unidad 1 Prueba 1 y 2
Examen Unidad 1
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Performance Assessment
Do an interview or Create a collage p.81
Page 14 of 45
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 3
Adopted Instructional Materials:
Academic Plan 2015-2016
Spanish 1A ( Course 0708010Y)
Pacing Range: 9 weeks
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of this unit, learners can talk about daily schedules, ask and tell time, say what you have and have to do, say what you do and how often
you do things. Learners will also describe classes and classroom objects, say where things are located, say where you are going, and talk about how you feel.
Standards
World Languages Next Generation Sunshine State Standards
Florida Standards
WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases,
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions
and questions about self and personal experiences, through gestures,
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
drawings, pictures, and actions.
and issues, building on others’ ideas and expressing their own clearly and persuasively.
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions
a.
Come to discussions prepared, having read and researched material under study;
dealing with simple and concrete daily activities and needs presented in explicitly draw on that preparation by referring to evidence from texts and other research
a clear, slow, and repeated speech.
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
WL.K12.NM.1.3: Demonstrate understanding of basic words and
b.
Work with peers to set rules for collegial discussions and decision-making (e.g.,
phrases in simple messages and announcements on familiar settings.
informal consensus, taking votes on key issues, and presentation of alternate views), clear
WL.K12.NM.1.4: Demonstrate understanding of simple information
goals and deadlines, and individual roles as needed.
supported by visuals through a variety of media.
c.
Propel conversations by posing and responding to questions that relate the current
WL.K12.NM.2.1: Demonstrate understanding of written familiar words,
discussion to broader themes or larger ideas; actively incorporate others into the
phrases, and simple sentences supported by visuals.
discussion; and clarify, verify, or challenge ideas and conclusions.
WL.K12.NM.2.3: Demonstrate understanding of short, simple written
d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
announcements with prompting and support.
disagreement, and, when warranted, qualify or justify their own views and understanding
WL.K12.NM.2.4: Recognize words and phrases when used in context on
and make new connections in light of the evidence and reasoning
familiar topics.
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary
WL.K12.NM.3.2: Participate in basic conversations using words, phrases, source: provide an accurate summary of how key events or ideas develop over the course of
and memorized expressions.
the text.
WL.K12.NM.3.4: Exchange essential information about self, family, and
familiar topics.
WL.K12.NM.3.8: Differentiate among oral statements, questions, and
exclamations in order to determine meaning.
WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language
that deal with familiar topics.
WL.K12.NM.5.1: Provide basic information in writing using familiar
topics, often using previously learned expressions and phrases.
WL.K12.NM.5.3: Write simple sentences about self and/or others.
Page 15 of 45
Updated: September 23, 2015
WL.K12.NM.6.2: Recognize common patterns of behavior (such as body
language, gestures) and cultural practices and/or traditions associated
with the target culture(s).
WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic
activities such as celebrations, songs, games, and dances.
WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter,
clothing, transportation, toys).
WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target
language in order to compare words that are similar to those in his/her
own language.
WL.K12.NM.9.2: Participate in simple presentations, activities, and
cultural events in local, global, and/or online communities.
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and
frequently used expressions supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short conversations in
familiar contexts.
WL.K12.NH.1.4: Demonstrate understanding of key points on familiar
topics presented through a variety of media.
WL.K12.NH.2.1: Determine main idea from simple texts that contain
familiar vocabulary used in context.
WL.K12.NH.2.2: Identify the elements of story such as setting, theme,
and character.
WL.K12.NH.2.3: Demonstrate understanding of signs and notices in
public places.
WL.K12.NH.3.1: Engage in short social interactions using phrases and
simple sentences.
WL.K12.NH.3.4: Ask and answer a variety of questions about personal
information.
WL.K12.NH.4.1: Provide basic information on familiar topics using
phrases and simple sentences.
WL.K12.NH.4.2: Describe aspects of daily life using complete sentences.
WL.K12.NH.4.3: Describe familiar experiences or events using both
general and specific language.
WL.K12.NH.5.3: Write a description of a familiar experience or event.
WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources
based upon teacher-directed topics.
Page 16 of 45
Updated: September 23, 2015
WL.K12.NH.6.1: Use information acquired through the study of the
practices and perspectives of the target culture to identify some of their
characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and
their relationship to practices in the cultures studied.
WL.K12.NH.6.3: Recognize different contributions from countries where
the target language is spoken and how these contributions impact our
global society (e.g., food, music, art, sports, recreation, famous
international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the
target culture(s).
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access
new knowledge from other disciplines.
WL.K12.NH.8.1: Distinguish similarities and differences among the
patterns of behavior of the target language by comparing information
acquired in the target language to further knowledge of own language
and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical
structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the
target culture and compare to own culture (typical dances, food,
celebrations, etc.)
WL.K12.NH.9.1: Use key target language vocabulary to communicate
with others within and beyond the school setting.
Page 17 of 45
Updated: September 23, 2015
Aligned Learning Goals
Big Idea
School systems reflect their culture
Essential Outcome Questions
What is my school day like?
How does the way students dress reflect a culture?
How would you describe your classes?
How would you talk about your favorite class?
District Adopted Materials
Telling time, numbers from 11-100
Daily schedules, school subjects, classroom activities, and
classroom objects
Feelings and places in school
• Units 2.1 & 2.2
• Workbook: Unidad 2
• Communicative activities
manual
• Listening activities
• Student Text Audios
• Unidad 2 Resource books
• Smartboard activities
Supplemental Resources
Vocabulary Presentation:
Quizlet.com,
See (Helpful Websites)
Strategies for
Differentiation
• See additional and
specific differentiated
strategies in TE
• Kagan-Structures
Quiz-Quiz-Trade:
Vocabulary practice
or Verb conjugations
Timed-Pair-Share:
Vocabulary practice
Bump Up
See Pre-AP Lesson
materials
Bump Down
See Modified Lesson
materials
Page 18 of 45
Updated: September 23, 2015
Interpersonal:
• Talk about classes you do or
do not like
• Compare schedules with
classmate(s)
Interpretive:
• Listen to class
descriptions.
• View videos about going
to school and school
activities.
Learning Activities
Presentational:
• Say what you do and
how often you do
things
• Write a postcard to a
pen pal in Mexico
telling him or her all
about your school day.
•
•
•
•
•
•
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation
Create a dialog using model questions and answers p.100
Create a schedule using your school schedule p.101
Write an article for your school paper p.125
Summative Assessment(s):
Unit Assessments
Performance Assessment
• Presentation: Give a school orientation p.134
• Create a brochure about your school. P.135
Page 19 of 45
Structures:
The verb tener and tener
que
Expressions of frequency
Present tense of –ar verbs
The verb estar
The conjuated verb
before the subject to ask
a question
The verb ir
•
•
•
•
Culture:
School uniforms p.92
Favorite classes of Mexican and
Dominican students p.126-127
Noviembre: Día de los Muertos
C8
Diciembre: Las Navidades C10
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 4
Adopted Instructional Materials:
Academic Plan 2015-2016
Spanish 1A ( Course 0708010Y)
Pacing Range: 9 weeks
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of learners can identify foods, beverages, and food groups. Learners can also express likes and dislikes about food. They can also compare
foods and eating habits in Spanish-speaking countries.
Standards
World Languages Next Generation Sunshine State Standards
Florida Standards
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions
dealing with simple and concrete daily activities and needs presented in (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
a clear, slow, and repeated speech.
and issues, building on others’ ideas and expressing their own clearly and persuasively.
WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases a.
Come to discussions prepared, having read and researched material under study;
in simple messages and announcements on familiar settings.
explicitly draw on that preparation by referring to evidence from texts and other research
WL.K12.NM.1.4: Demonstrate understanding of simple information
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
supported by visuals through a variety of media.
b.
Work with peers to set rules for collegial discussions and decision-making (e.g.,
WL.K12.NM.2.1: Demonstrate understanding of written familiar words,
informal consensus, taking votes on key issues, and presentation of alternate views), clear
phrases, and simple sentences supported by visuals.
goals and deadlines, and individual roles as needed.
WL.k12.NM.2.3: Demonstrate understanding of simple written
c.
Propel conversations by posing and responding to questions that relate the current
announcements with prompting and support.
discussion to broader themes or larger ideas; actively incorporate others into the
WL.K12.NM.2.4: Recognize words and phrases when used in context on
discussion; and clarify, verify, or challenge ideas and conclusions.
familiar topics.
d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
WL.K12.NM.3.2: Participate in basic conversations using words, phrases, disagreement, and, when warranted, qualify or justify their own views and understanding
and memorized expressions.
and make new connections in light of the evidence and reasoning
WL.K12.NM.3.6: Use appropriate gestures, body language, and
intonation to clarify a message.
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary
WL.K12.NM.4.1: Provide basic information about self and immediate
source: provide an accurate summary of how key events or ideas develop over the course of
surroundings using words and phrases and memorized expressions.
the text.
WL.K12.NM.5.4: Write simple sentences that help in day-to-day life
communication.
WL.K12.NM.5.5: Write about previously acquired knowledge and
experiences.
WL.K12.NM.6.2: Recognize common patterns of behavior (such as body
language, gestures) and cultural practices and/or traditions associated
with the target culture(s).
Page 20 of 45
Updated: September 23, 2015
WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter,
clothing, transportation, toys).
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and
frequently used expressions supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short conversations in
familiar contexts.
WL.K12.NH.1.3: Demonstrate understanding of short, simple messages
and announcements on familiar topics.
WL.K12.NH.1.4: Demonstrate understanding of key points on familiar
topics presented through a variety of media.
WL.K12.NH.2.1: Determine main idea from simple texts that contain
familiar vocabulary used in context.
WL.K12.NH.3.1: Engage in short social interactions using phrases and
simple sentences.
WL.K12.NH.6.1: Use information acquired through the study of the
practices and perspectives of the target culture to identify some of their
characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and
their relationship to practices in the cultures studied.
WL.K12.NH.6.3: Recognize different contributions from countries where
the target language is spoken and how these contributions impact our
global society (e.g., food, music, art, sports, recreation, famous
international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the
target culture.
WL.K12.NH.8.1: Distinguish similarities and differences among the
patterns of behavior of the target language by comparing information
acquired in the target language to further knowledge of own language
and culture.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the
target culture and compare to own culture.
Page 21 of 45
LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to
the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Updated: September 23, 2015
Big Idea
Attitudes about food inform us about other cultures.
Essential Outcome Questions
What foods do I like to eat?
How do historical influences affect the food that people eat?
What are some of the food items that people from Puerto Rico buy on a regular basis?
Aligned Learning Goals
District Adopted Materials
Supplemental Resources
Food and beverages
Interrogative words
• Units 3.1
• Workbook: Unidad 3.1
• Communicative activities
manual
• Listening activities
• Student Text Audios
• Unidad 3 Resource books
• Smartboard activities
Vocabulary Presentation:
Quizlet.com,
See (Helpful Websites
Strategies for
Differentiation
• See additional and
specific differentiated
strategies in TE
Kagan-Structures
• Flashcard game
• RallyRobin:
Conversation
cards
• Send-A-Problem
Bump Up
See Pre-AP Lesson
materials
Bump Down
See Modified Lesson
materials
Page 22 of 45
Updated: September 23, 2015
Interpersonal:
• Discuss what you like to eat
and drink and tell why.
Interpretive:
• Interpret videos about
what people like to eat.
• Read about food in other
cultures
Learning Activities
Presentational:
• Create a menu
• Role play needing to
go to the supermarket
•
•
•
•
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation
Venn Diagram-Compare what you like to eat with a classmate. P.149
Summative Assessment(s):
Unit Assessments
Performance Assessment
• Spanish in the Supermarket p.157
Page 23 of 45
Structures:
Interrogative words
Gustar with nouns
Present tense of –er and –
ir verbs
The verb hacer
•
•
•
•
Culture:
La Cocina Criolla p.146
A comprar y a comer p.156-157
Diciembre: Las Navidades C10
Enero: Año Nuevo C 12
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarterly Content Guide 2014-2015
Spanish 1B ( Course 0708020Y)
Adopted Instructional Materials:
Q1
En mi familia
Quarter 1 – 43 Days
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Q2
Tu deporte favorito
World Language Projects Studies
Quarter 2 – 47 Days
Q3
Bienvenidos a nuestra casa
Q4
En el centro
Quarter 3 – 47 Days
Quarter 4 – 43 Days
Major Concepts/Content: Spanish 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of
communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also
included as well as culture, connections, comparisons, and communities.
Quarter 1- At the end of this unit learners can talk about family, ask and tell ages, express possession, give dates, and make comparisons. Also, learners can
describe a house and household items, indicate the order of things, describe people and locations, plan a party, talk about chores and responsibilities, tell someone
what to do, and say what they just did.
Quarter 2-At the end of this unit, learners can talk about sports, talk about who they know, and talk about what they know. Learners will also complete a project for
the World Languages fair.
Quarter 3- At the end of this unit, learners can describe a house and household items, indicate the order of things, describe people and locations, plan
a party, talk about chores and responsibilities, tell someone what to do, and say what you just did.
Quarter 4- At the end of this unit, learners can talk about what clothes you want to buy, say what you wear in different seasons, describe places and events in town,
talk about types of transportation, say what you are going to do, and order from a menu.
Page 24 of 45
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 1
Adopted Instructional Materials:
Academic Plan 2015-2016
Spanish 1B ( Course 0708020Y)
Pacing Range: 9 weeks
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of learners can talk about family, ask and tell ages, express possession, give dates, and make comparisons.
Standards
World Languages Next Generation Sunshine State Standards
Florida Standards
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions
dealing with simple and concrete daily activities and needs presented in (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
a clear, slow, and repeated speech.
and issues, building on others’ ideas and expressing their own clearly and persuasively.
WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases a.
Come to discussions prepared, having read and researched material under study;
in simple messages and announcements on familiar settings.
explicitly draw on that preparation by referring to evidence from texts and other research
WL.K12.NM.1.4: Demonstrate understanding of simple information
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
supported by visuals through a variety of media.
b.
Work with peers to set rules for collegial discussions and decision-making (e.g.,
WL.K12.NM.2.1: Demonstrate understanding of written familiar words,
informal consensus, taking votes on key issues, and presentation of alternate views), clear
phrases, and simple sentences supported by visuals.
goals and deadlines, and individual roles as needed.
WL.k12.NM.2.3: Demonstrate understanding of simple written
c.
Propel conversations by posing and responding to questions that relate the current
announcements with prompting and support.
discussion to broader themes or larger ideas; actively incorporate others into the
WL.K12.NM.2.4: Recognize words and phrases when used in context on
discussion; and clarify, verify, or challenge ideas and conclusions.
familiar topics.
d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
WL.K12.NM.3.2: Participate in basic conversations using words, phrases, disagreement, and, when warranted, qualify or justify their own views and understanding
and memorized expressions.
and make new connections in light of the evidence and reasoning
WL.K12.NM.3.4: Exchange essential information about self, family, and
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary
familiar topics.
source: provide an accurate summary of how key events or ideas develop over the course of
WL.K12.NM.3.5: Understand and use in context common concepts (such the text.
as numbers, days of the week, etc.) in simple situations.
LAFS.910.SL.2.4:
WL.K12.NM.4.2: Present personal information about self and others.
Present information, findings, and supporting evidence clearly, concisely, and logically such
WL.K12.NM.5.1: Provide basic information in writing using familiar
that listeners can follow the line of reasoning and the organization, development,
topics, often using previously learned expressions and phrases
substance, and style are appropriate to purpose, audience, and task.
WL.K12.NM.6.2: Recognize common patterns of behavior (such as body
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary
language, gestures) and cultural practices and/or traditions associated
source: provide an accurate summary of how key events or ideas develop over the course of
with the target culture(s).
the text.
WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic
activities such as celebrations, songs, games, and dances.
Page 25 of 45
Updated: September 23, 2015
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and
frequently used expressions supported by a variety of actions.
WL.K12.NH.1.4: Demonstrate understanding of key points on familiar
topics presented through a variety of media.
WL.K12.NH.2.1: Determine main idea from simple texts that contain
familiar vocabulary used in context.
WL.K12.NH.3.1: Engage in short social interactions using phrases and
simple sentences.
WL.K12.NH.3.2: Exchange information about familiar tasks, topics and
activities, including personal information.
WL.K12.NH.3.3: Exchange information using simple language about
personal preferences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about personal
information.
WL.K12.NH.3.6: Use basic language skills supported by body language
and gestures to express agreement and disagreement.
WL.K12.NH.4.1: Provide basic information on familiar topics using
phrases and simple sentences.
WL.K12.NH.4.6: Use verbal and non-verbal communication when making
announcements or introductions.
WL.K12.NH.5.1: Write descriptions and short messages to request or
provide information on familiar topics using phrases and simple
sentences.
WL.K12.NH.5.3: Write a description of a familiar experience or event.
WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources
based upon teacher directed topics.
WL.K12.NH.6.1: Use information acquired through the study of the
practices and perspectives of the target culture to identify some of their
characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and
their relationship to practices in the cultures studied.
WL.K12.NH.6.3: Recognize different contributions from countries where
the target language is spoken and how these contributions impact our
global society (e.g., food, music, art, sports, recreation, famous
international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the
target culture.
Page 26 of 45
LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
g. Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
h. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
i. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
j. Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to
the expertise of likely readers.
k. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
l. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Updated: September 23, 2015
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access
new knowledge from other disciplines.
WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to
facilitate comprehension and expression of key vocabulary in the target
language to reinforce existing content area knowledge.
WL.K12.NH.8.1: Distinguish similarities and differences among the
patterns of behavior of the target language by comparing information
acquired in the target language to further knowledge of own language
and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical
structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the
target culture and compare to own culture.
WL.K12.NH.9.1: Use key target language vocabulary to communicate
with others within and beyond the school setting.
Page 27 of 45
Updated: September 23, 2015
Big Idea
The definition of family and home differs from culture to culture
Essential Outcome Questions
What is family?
How do I describe myself and family?
Who lives in my home?
How do family relationships differ from culture to culture?
How does a quinceañera celebration compare to a Sweet Sixteen celebration?
Aligned Learning Goals
District Adopted Materials
Supplemental Resources
Family members
Months and numbers
• Units 3.2
• Workbook: Unidad 3.2
• Communicative activities
manual
• Listening activities
• Student Text Audios
• Unidad 3 Resource books
• Smartboard activities
Vocabulary Presentation:
Quizlet.com,
See (Helpful Websites
Strategies for
Differentiation
• See additional and
specific differentiated
strategies in TE
Kagan-Structures
• Inside-Outside
Circle
• People Hunt
Bump Up
See Pre-AP Lesson
materials
Bump Down
See Modified Lesson
materials
Page 28 of 45
Updated: September 23, 2015
Interpersonal:
• Survey and interviews about
family members.
Interpretive:
• Interpret videos about
families.
• Read about family
traditions.
Learning Activities
Presentational:
• Perform a skit to
demonstrate activities
done with your family.
• Present a friend p.188
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation
Create a family tree
Summative Assessment(s):
Unit Assessments
Performance Assessment
La Familia de mis sueños: Create a family album of your future family
where you write a description of yourself and four family members. Be
sure to include a name, age, birthday, relationship to you, physical
description, personality traits, favorite activity, and favorite food.
Page 29 of 45
•
•
•
Structures:
De to show possession
Possessive adjectives
Comparatives
•
•
•
Culture:
La quinceañera p.180
Enero: Año Nuevo C 12
Febrero: Carnaval C 14
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 2
Adopted Instructional Materials:
Academic Plan 2015-2016
Spanish 1B ( Course 0708020Y)
Pacing Range: 9 weeks
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of this unit, learners can talk about sports, talk about whom they know, and talk about what they know.
Standards
World Languages Next Generation Sunshine State Standards
Florida Standards
WL.K12.NM.1.1: Demonstrate understanding of basic words,
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-onphrases, and questions about self and personal experiences,
one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
through gestures, drawings, pictures, and actions.
building on others’ ideas and expressing their own clearly and persuasively.
WL.K12.NM.1.2: Demonstrate understanding of everyday
a.
Come to discussions prepared, having read and researched material under study; explicitly
expressions dealing with simple and concrete daily activities
draw on that preparation by referring to evidence from texts and other research on the topic or issue
and needs presented in a clear, slow, and repeated speech.
to stimulate a thoughtful, well-reasoned exchange of ideas.
WL.K12.NM.1.3: Demonstrate understanding of basic words
b.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
and phrases in simple messages and announcements on
consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines,
familiar settings.
and individual roles as needed.
WL.K12.NM.1.4: Demonstrate understanding of simple
c.
Propel conversations by posing and responding to questions that relate the current discussion
information supported by visuals through a variety of media.
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
WL.K12.NM.2.1: Demonstrate understanding of written
or challenge ideas and conclusions.
familiar words, phrases, and simple sentences supported by
d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
visuals.
disagreement, and, when warranted, qualify or justify their own views and understanding and make
WL.K12.NM.2.3: Demonstrate understanding of short, simple
new connections in light of the evidence and reasoning
written announcements with prompting and support.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
WL.K12.NM.2.4: Recognize words and phrases when used in
identifying any fallacious reasoning or exaggerated or distorted evidence.
context on familiar topics.
WL.K12.NM.3.2: Participate in basic conversations using
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source:
words, phrases, and memorized expressions.
provide an accurate summary of how key events or ideas develop over the course of the text.
WL.K12.NM.3.3: Ask simple questions and provide simple
LAFS.910.WHST.1.1:
responses related to personal preferences.
Write arguments focused on discipline-specific content.
WL.K12.NM.3.4: Exchange essential information about self,
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
family, and familiar topics.
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons,
WL.K12.NM.3.8: Differentiate among oral statements,
and evidence.
questions, and exclamations in order to determine meaning.
b.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while
WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target
pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplinelanguage that deal with familiar topics.
appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Page 30 of 45
Updated: September 23, 2015
WL.K12.NM.6.2: Recognize common patterns of behavior
(such as body language, gestures) and cultural practices
and/or traditions associated with the target culture(s).
WL.K12.NM.6.4: Recognize products of culture (e.g., food,
shelter, clothing, transportation, toys).
WL.K12.NM.8.2: Recognize true and false cognates in the
target language and compare them to own language.
WL.K12.NM.9.1: Use key words and phrases in the target
language to participate in different activities in the school and
community settings. .
WL.K12.NH.1.1: Demonstrate understanding of familiar topics
and frequently used expressions supported by a variety of
actions.
WL.K12.NH.1.2: Demonstrate understanding of short
conversations in familiar contexts.
WL.K12.NH.1.3: Demonstrate understanding of short, simple
messages and announcements on familiar topics.
WL.K12.NH.1.4: Demonstrate understanding of key points on
familiar topics presented through a variety of media.
WL.K12.NH.2.1: Determine main idea from simple texts that
contain familiar vocabulary used in context.
WL.K12.NH.2.3: Demonstrate understanding of signs and
notices in public places.
WL.K12.NH.3.1: Engage in short social interactions using
phrases and simple sentences.
WL.K12.NH.3.2: Exchange information about familiar tasks,
topics and activities, including personal information.
WL.K12.NH.4.1: Provide basic information on familiar topics
using phrases and simple sentences.
WL.K12.NH.4.3: Describe familiar experiences or events using
both general and specific language.
WL.K12.NH.4.6: Use verbal and nonverbal communication
when making announcements or introductions.
WL.K12.NH.6.1: Use information acquired through the study of
the practices and perspectives of the target culture to identify
some of their characteristics and compare them to own
culture.
Page 31 of 45
c.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from or supports the argument
presented.
Updated: September 23, 2015
WL.K12.NH.6.2: Identify examples of common beliefs and
attitudes and their relationship to practices in the cultures
studied.
WL.K12.NH.6.3: Recognize different contributions from
countries where the target language is spoken and how these
contributions impact our global society (e.g., food, music, art,
sports, recreation, famous international figures, movies, etc.)
WL.K12.NH.8.1: Distinguish similarities and differences among
the patterns of behavior of the target language by comparing
information acquired in the target language to further
knowledge of own language and culture.
WL.K12.NH.8.3: Compare and contrast specific cultural traits
of the target culture and compare to own culture (typical
dances, food, celebrations, etc.)
WL.K12.NH.9.1: Use key target language vocabulary to
communicate with others within and beyond the school
setting.
Page 32 of 45
Updated: September 23, 2015
Big Idea
Playing sports keeps us healthy
Essential Outcome Questions
What sports are most popular in Spanish speaking countries?
What sports do people play?
What sports do I like?
What are some of the activities that you can enjoy at the Palacio de Deportes?
Aligned Learning Goals
District Adopted Materials
Supplemental Resources
Vocabulary Presentation:
• Unit 6.1
Quizlet.com,
• Workbook: Unidad 6
Sports
See (Helpful Webites)
• Communicative activities manual
• Listening activities
• Student Text Audios
• Unidad 4 Resource books
Sports equipment
• Smartboard activities
Strategies for Differentiation
• See additional and specific
differentiated strategies in
TE
Kagan-Structures
• Line-ups: Give each
group member a part
of a sentence and have
them line up to form a
complete sentence.
(subject, jugar, sport,
place)
Bump Up
See Pre-AP Lesson materials
Bump Down
See Modified Lesson materials
Page 33 of 45
Updated: September 23, 2015
Interpersonal:
• Discuss favorite sports
figure.
Interpretive:
• Interpret videos about
sports
Learning Activities
Presentational:
• Create a poster for a
sports store.
•
•
•
Structures:
The verb jugar
The verbs saber and
conocer
The personal a
•
•
•
Culture:
A sports club p.318
Junio: Inti Raymi C22
Julio: Día de Simón Bolívar C 24
**Reviewing all the structures
learned this year to prepare
for CCE.
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation
Concept web around the word deportes
Summative Assessment(s):
Unit Assessments
Performance Assessment
Be a sports commentator p.350
Page 34 of 45
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 3
Adopted Instructional Materials:
Academic Plan 2015-2016
Spanish 1B ( Course 0708020Y)
Pacing Range: 9 weeks
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of this unit, learners can describe a house and household items, indicate the order of things, describe people and locations,
plan a party, talk about chores and responsibilities, tell someone what to do, and say what you just did.
Standards
World Languages Next Generation Sunshine State Standards
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions
dealing with simple and concrete daily activities and needs presented in
a clear, slow, and repeated speech.
WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases
in simple messages and announcements on familiar settings.
WL.K12.NM.1.4: Demonstrate understanding of simple information
supported by visuals through a variety of media.
WL.K12.NM.2.1: Demonstrate understanding of written familiar words,
phrases, and simple sentences supported by visuals.
WL.K12.NM.2.3: Demonstrate understanding of simple written
announcements with prompting and support.
WL.K12.NM.2.4: Recognize words and phrases when used in context on
familiar topics.
WL.K12.NM.3.2: Participate in basic conversations using words, phrases,
and memorized expressions.
WL.K12.NM.3.4: Exchange essential information about self, family, and
familiar topics.
WL.K12.NM.3.5: Understand and use in context common concepts (such
as numbers, days of the week, etc.) in simple situations.
WL.K12.NM.3.8: Differentiate among oral statements, questions, and
exclamations in order to determine meaning.
WL.K12.NM.5.1: Provide basic information in writing using familiar
topics, often using previously learned expressions and phrases.
WL.K12.NM.5.3: Write simple sentences about self and/or others.
WL.K12.NM.5.4: Write simple sentences that help in day-to-day life
communication.
Page 35 of 45
Florida Standards
LAFS.910.SL.1.1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, and presentation of alternate
views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
Updated: September 23, 2015
WL.K12.NM.5.5: Write about previously acquired knowledge and
experiences.
WL.K12.NM.6.2: Recognize common patterns of behavior (such as body
language, gestures) and cultural practices and/or traditions associated
with the target culture(s).
WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter,
clothing, transportation, toys).
WL.K12.NM.7.2: Identify (within a familiar context and supported by
visuals), basic information common to the world language classroom and
other disciplines.
WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target
language in order to compare words that are similar to those in his/her
own language.
WL.K12.NM.9.1: Use key words and phrases in the target language to
participate in different activities in the school and community settings.
WL.K12.NM.9.2: Participate in simple presentations, activities, and
cultural events in local, global, and/or online communities.
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and
frequently used expressions supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short conversations in
familiar contexts.
WL.K12.NH.1.3: Demonstrate understanding of short, simple messages
and announcements on familiar topics.
WL.K12.NH.2.1: Determine main idea from simple texts that contain
familiar vocabulary used in context.
WL.K12.NH.2.3: Demonstrate understanding of signs and notices in
public places.
WL.K12.NH.3.1: Engage in short social interactions using phrases and
simple sentences.
WL.K12.NH.3.3: Exchange information using simple language about
personal preferences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about personal
information.
WL.K12.NH.4.1: Provide basic information on familiar topics using
phrases and simple sentences.
WL.K12.NH.6.1: Use information acquired through the study of the
practices and perspectives of the target culture(s) to identify some of
their characteristics and compare them to own culture.
Page 36 of 45
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course of
the text.
LAFS.910.WHST.1.1:
Write arguments focused on discipline-specific content.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the audience’s knowledge
level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from or supports the
argument presented.
Updated: September 23, 2015
WL.K12.NH.6.3: Recognize different contributions from countries where
the target language is spoken and how these contributions impact our
global society (e.g., food, music, art, sports, recreation, famous
international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the
target culture(s).
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access
new knowledge from other disciplines.
WL.K12.NH.8.1: Distinguish similarities and differences among the
patterns of behavior of the target language by comparing information
acquired in the target language to further knowledge of own language
and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical
structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the
target culture and compare to own culture (typical dances, food,
celebrations, etc.)
Page 37 of 45
Updated: September 23, 2015
Big Idea
The definition of family and home differs from culture to culture
Essential Outcome Questions
How is my home similar or different to other homes?
How can I describe a home and the items in a home?
Who is responsible for chores in my home?
How can I plan a party?
How do landscapes reflect the way of life in a community?
Where would you prefer to live?
How do people show pride for their community?
How would you compare the sanjuanito and the tamborito dances?
Aligned Learning Goals
District Adopted Materials
Supplemental Resources
A house and household items
Parties
• Unit 5
• Workbook: Unidad 5
• Communicative activities
manual
• Listening activities
• Student Text Audios
• Unidad 5 Resource books
• Smartboard activities
Vocabulary Presentation:
Quizlet.com,
Concept map or Thinking
map using the word fiesta
(5.2)
See (Helpful Websites)
Strategies for
Differentiation
• See additional and
specific differentiated
strategies in TE
Kagan-Structures
• Team draw:
House blueprint
• Line-ups:
Ordinal
numbers
• Rally Robin
Bump Up
See Pre-AP Lesson
materials
Bump Down
See Modified Lesson
materials
Chores
Page 38 of 45
Updated: September 23, 2015
Interpersonal:
• Discuss homes, habits,
and interests.
• Ask each other to bring
items to a party
Interpretive:
• Interpret descriptions
of homes.
• Interpret videos
about having a party
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation
Charades
Make a list of things you must do to prepare for a birthday party
Summative Assessment(s):
Unit Assessments
Performance Assessment
Plan a surprise party p.296
Design a family home p.297
Page 39 of 45
Learning Activities
Presentational:
• Describe your
bedroom
• Share with the class
what chores you do at
home.
•
•
•
•
•
Structures:
Ser or estar
Ordinal numbers
More irregular verbs
Affirmative tú commands
Acabar de + infinitive
•
•
•
•
•
•
Culture:
Ecuadorian houses p.255
Living in Ecuador p.264-265
Festival in Quito p.278
Traditional dances of Ecuador
and Panama p.288
Febrero: Carnaval C 14
Marzo: Las Fallas C 16
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Updated: September 23, 2015
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter 4
Adopted Instructional Materials:
Academic Plan 2015-2016
Spanish 1B ( Course 0708020Y)
Pacing Range: 9 weeks
Spanish 1: Avancemos 1 (Publisher: Holt McDougal)
Big Idea Description: At the end of this unit, learners can talk about what clothes you want to buy, say what you wear in different seasons, describe places and events in
town, talk about types of transportation, say what you are going to do, and order from a menu.
Standards
World Languages Next Generation Sunshine State Standards
Florida Standards
WL.K12.NM.1.1: Demonstrate understanding of basic words,
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-onphrases, and questions about self and personal experiences,
one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
through gestures, drawings, pictures, and actions.
building on others’ ideas and expressing their own clearly and persuasively.
WL.K12.NM.1.2: Demonstrate understanding of everyday
a.
Come to discussions prepared, having read and researched material under study; explicitly
expressions dealing with simple and concrete daily activities
draw on that preparation by referring to evidence from texts and other research on the topic or issue
and needs presented in a clear, slow, and repeated speech.
to stimulate a thoughtful, well-reasoned exchange of ideas.
WL.K12.NM.1.3: Demonstrate understanding of basic words
b.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
and phrases in simple messages and announcements on
consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines,
familiar settings.
and individual roles as needed.
WL.K12.NM.1.4: Demonstrate understanding of simple
c.
Propel conversations by posing and responding to questions that relate the current discussion
information supported by visuals through a variety of media.
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
WL.K12.NM.2.1: Demonstrate understanding of written
or challenge ideas and conclusions.
familiar words, phrases, and simple sentences supported by
d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
visuals.
disagreement, and, when warranted, qualify or justify their own views and understanding and make
WL.K12.NM.2.2: Demonstrate understanding of short, simple
new connections in light of the evidence and reasoning
literary stories.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
WL.K12.NM.2.3: Demonstrate understanding of short, simple
identifying any fallacious reasoning or exaggerated or distorted evidence.
written announcements with prompting and support.
WL.K12.NM.2.4: Recognize words and phrases when used in
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source:
context on familiar topics.
provide an accurate summary of how key events or ideas develop over the course of the text.
WL.K12.NM.3.2: Participate in basic conversations using
LAFS.910.WHST.1.1:
words, phrases, and memorized expressions.
Write arguments focused on discipline-specific content.
WL.K12.NM.3.3: Ask simple questions and provide simple
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
responses related to personal preferences.
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons,
WL.K12.NM.3.4: Exchange essential information about self,
and evidence.
family, and familiar topics.
Page 40 of 45
Updated: September 23, 2015
WL.K12.NM.3.6: Use appropriate gestures, body language, and
intonation to clarify a message.
WL.K12.NM.3.8: Differentiate among oral statements,
questions, and exclamations in order to determine meaning.
WL.K12.NM.4.1: Provide basic information about self and
immediate surroundings using words and phrases and
memorized expressions.
WL.K12.NM.4.3: Express likes and dislikes
WL.K12.NM.4.4: Provide an account of daily activities.
WL.K12.NM.6.2: Recognize common patterns of behavior
(such as body language, gestures) and cultural practices
and/or traditions associated with the target culture(s).
WL.K12.NM.6.3: Participate in age-appropriate and culturally
authentic activities such as celebrations, songs, games, and
dances.
WL.K12.NM.6.4: Recognize products of culture (e.g., food,
shelter, clothing, transportation, toys).
WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the
target language in order to compare words that are similar to
those in his/her own language.
WL.K12.NM.8.3: Identify celebrations typical of the target
culture and one’s own.
WL.K12.NM.9.2: Participate in simple presentations, activities,
and cultural events in local, global, and/or online communities.
WL.K12.NH.1.1: Demonstrate understanding of familiar topics
and frequently used expressions supported by a variety of
actions.
WL.K12.NH.1.2: Demonstrate understanding of short
conversations in familiar contexts.
WL.K12.NH.1.4: Demonstrate understanding of key points on
familiar topics presented through a variety of media.
WL.K12.NH.1.5: Demonstrate understanding of simple stories
or narratives.
WL.K12.NH.2.1: Determine main idea from simple texts that
contain familiar vocabulary used in context.
WL.K12.NH.2.3: Demonstrate understanding of signs and
notices in public places.
Page 41 of 45
b.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while
pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from or supports the argument
presented.
Updated: September 23, 2015
WL.K12.NH.3.1: Engage in short social interactions using
phrases and simple sentences.
WL.K12.NH.3.3: Exchange information using simple language
about personal experiences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about
personal information.
WL.K12.NH.3.6: Use basic language skills supported by body
language and gestures to express agreement and
disagreement.
WL.K12.NH.4.1: Provide basic information on familiar topics
using phrases and simple sentences.
WL.K12.NH.4.2: Describe aspects of daily life using complete
sentences.
WL.K12.NH.4.3: Describe familiar experiences or events using
both general and specific language.
WL.K12.NH.5.7: Pre-write by generating ideas from multiple
sources based upon teacher-directed topics.
WL.K12.NH.6.1: Use information acquired through the study of
the practices and perspectives of the target culture to identify
some of their characteristics and compare them to own
culture.
WL.K12.NH.6.2: Identify examples of common beliefs and
attitudes and their relationship to practices in the cultures
studied.
WL.K12.NH.6.3: Recognize different contributions from
countries where the target language is spoken and how these
contributions impact our global society (e.g., food, music, art,
sports, recreation, famous international figures, movies, etc.)
WL.K12.NH.7.2: Use maps, graphs, and other graphic
organizers to facilitate comprehension and expression of key
vocabulary in the target language to reinforce existing content
area knowledge.
WL.K12.NH.8.1: Distinguish similarities and differences among
the patterns of behavior of the target language by comparing
information acquired in the target language to further
knowledge of own language and culture.
Page 42 of 45
Updated: September 23, 2015
WL.K12.NH.8.2: Compare basic sound patterns and
grammatical structures between the target language and own
language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits
of the target culture and compare to own culture (typical
dances, food, celebrations, etc.)
WL.K12.NH.9.1: Use key target language vocabulary to
communicate with others within and beyond the school
setting.
WL.K12.NH.9.2: Use communication tools to establish a
connection with a peer from a country where the target
language is spoken.
Page 43 of 45
Updated: September 23, 2015
Big Idea
Clothing reflects personal and cultural identity
Essential Outcome Questions
What do I like to wear?
How do I shop and what do I shop for?
How does the weather affect m clothing choices?
How would you describe winter in your area?
How do I get around places?
How do I order at a restaurant?
What are some of the weekend activities that people enjoy in Spain and Chile?
Aligned Learning Goals
District Adopted Materials
Supplemental Resources
Vocabulary Presentation:
• Unit 4
Quizlet.com,
• Workbook: Unidad 4
Shopping
See (Helpful Webites)
• Communicative activities manual
• Listening activities
• Student Text Audios
Clothing
• Unidad 4 Resource books
• Smartboard activities
In a town and in a restaurant
Strategies for Differentiation
• See additional and specific
differentiated strategies in
TE
Kagan-Structures
• Mix-N-Match: Students
have half of a sentence
and then match up for
make logical sentences.
• Team Draw: Create and
label a city plan.
• Story Scramble: Las
memorias del invierno
Bump Up
See Pre-AP Lesson materials
Bump Down
See Modified Lesson materials
Page 44 of 45
Updated: September 23, 2015
Interpersonal:
• Discuss clothing that you
have and like.
• Practice ordering food
Interpretive:
• Listen to descriptions of
clothing.
• Interpret videos about
clothing needs.
• Interpret videos on
ordering in a restaurant.
Formative Assessment Options:
Exit tickets
Para y Piensa activities
Dictation
Create a city plan
Word sort-foods, places, and transportation
Summative Assessment(s):
Unit Assessments
Performance Assessment
• Presentation: Present a family outing p.242
• Create a fashion show p.243
Page 45 of 45
Learning Activities
Presentational:
• Role-play being in a
store.
• ¿Qué vas a hacer el
sábado? P.222
•
•
•
•
•
•
Structures:
Tener expressions
stem-changing verbs e-ie
direct object pronouns
the verb ver
ir a + infinitive
stem-changing verbs o-ue
and e-i
•
•
•
•
•
Culture:
Different climates p. 206
A poem by Antonio Colinas p.210
Weekends in Spain and Chile
p.234
Mayo: Cinco de mayo C20
Junio: Inti Raymi C22
Progress Monitoring Assessment
ICAN…statement : (Before and after this unit)
Updated: September 23, 2015