Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 2 (Weeks 10-18)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant
environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to
successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your
knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your
language learning experience?
Unit/Time Frame
Chapter 4
2 weeks
Standards
National
1.1, 1.2, 1.3, 2.1,
3.1, 3.2, 4.2, 5.1,
5.2
State
9.1.1, 9.1.2, 9.1.4,
9.1.5, 9.1.6, 9.1.8,
9.2.1, 9.2.2, 9.2.3,
9.2.4, 9.3.1, 9.3.3,
9.3.4, 9.3.5, 9.4.1,
9.4.2, 9.5.1, 9.5.2,
9.6.1, 9.6.2, 9.7.1,
9.7.2, 9.7.5
Content
Skills
School activities
Extracurricular activities
Numbers 1000-2 million
Contractions al, del
Present tense plural -ar verbs
The verbs ir, dar, estar
Conversation - Spanish Club
party
Pronunciation - t
Cultural reading - Schools in
the Hispanic world
Cross curricular connection Biology
Artwork of Diego Rivera
Talk about going to school
Talk about school activities
Talk about extracurricular activities
Greet people and ask how they feel
Tell how you feel
Describe where you and others go
Describe where you and others are
Identify numbers 1000-2 million and use
in both written and spoken
communication
Form and use the contractions al, del
Form and use present tense plural -ar
verbs
Form and use the verbs ir, dar, estar
Listen to and simulate a conversation
about a party in Spanish Club
Correctly pronounce the consonant t
Discuss some differences between
schools in the United States and
schools in Spanish-speaking countries
Discuss basic biology terms
Discuss artwork and style of Diego Rivera
Assessment
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
Resources
¡Buen Viaje! Level 1
Textbook
¡Buen Viaje! Level 1
Workbook
¡Buen Viaje! Level 1
Audio CDs
¡Buen Viaje! Level 1
DVDs
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 2 (Weeks 10-18)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant
environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to
successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your
knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your
language learning experience?
Unit/Time Frame
Chapter 5
2.5 weeks
Standards
National
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1,
4.2, 5.1
State
9.1.4, 9.1.5, 9.1.6,
9.1.7, 9.1.8, 9.2.1,
9.2.2, 9.2.3, 9.2.4,
9.3.1, 9.3.2, 9.3.3,
9.3.4, 9.3.5, 9.4.1,
9.4.2, 9.4.3, 9.5.1,
9.5.2, 9.6.1, 9.6.2,
9.7.1, 9.7.2, 9.7.4,
9.7.5, 9.7.6, 9.7.7,
9.8.1, 9.8.3
Content
Skills
Restaurant conversation
Components of a meal:
Entrees, side dishes,
desserts, beverages
Market / grocery items:
Meats, seafood, fruits,
vegetables
Meals
Present tense -er / -ir verbs
Pronunciation - d
Conversation - On the terrace
of a café
Cultural readings - A café in
Madrid, Meal times,
Market versus supermarket
Cross curricular connection Arithmetic
Artwork of Fernando Botero
Find a table at a café
Order food or a beverage at a café
Pay the bill in a café
Identify some foods
Shop for food
Describe breakfast, lunch and dinner
Form and use present tense -er / -ir verbs
Listen to and simulate a conversation that
would take place in a café
Correctly pronounce the consonant d
Talk about differences between eating
habits in the United States and in the
Spanish-speaking world
Talk about differences between meal
times in the United States and in the
Spanish-speaking world
Talk about differences between a market
and a supermarket
Discuss and apply mathematical
concepts from the Spanish-speaking
world
Recognize and appreciate the artwork
of Fernando Botero
Holidays covered
11/11 Día de los Veteranos
(Q2.4)
11/22 (4th Thursday in Nov.)
Día de Acción de Gracias
Assessment
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
Project - El Menú
Resources
¡Buen Viaje! Level 1
Textbook
¡Buen Viaje! Level 1
Workbook
¡Buen Viaje! Level 1
Audio CDs
¡Buen Viaje! Level 1
DVDs
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 2 (Weeks 10-18)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant
environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to
successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your
knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your
language learning experience?
Unit/Time Frame
Standards
Content
Skills
Family members
Parts of a house
Home leisure activities
Ordinal numbers
Possessive adjectives
Present tense of the verb
tener
Tener + que + infinitive
Ir + a + infinitive
Conversation - Are you going
to the party?
Pronunciation - b, v
Cultural readings - The
Hispanic family, La
quinceañera
Cross curricular connection Art and painting of the
Spanish masters
Artwork of María Izquierdo
Talk about your family
Describe your home and leisure activities
Identify ordinal numbers and use in both
written and spoken communication
Form and use possessive to show
ownership
Tell your age and find out someone else’s
age
Form and use the present tense of the
verb tener to discuss family members
and pets
Use tener + que + infinitive to tell what
you have to do
Use ir + a + infinitive to tell what is going
to happen in the near future
Listen to and simulate a conversation
about going to a party
Correctly pronounce the consonants b, v
Talk about families in Spanish-speaking
countries
Describe the custom of a quinceañera
celebration in Hispanic countries
Assessment
Resources
(Q2.5)
Chapter 6
2.5 weeks
National
1.1, 1.2, 1.3, 2.1,
3.1, 4.2, 5.2
State
9.1.1, 9.1.3, 9.1.4,
9.1.5, 9.1.6, 9.2.1,
9.2.2, 9.2.3, 9.2.4,
9.3.1, 9.3.2, 9.3.3,
9.3.4, 9.3.5, 9.4.1,
9.4.2, 9.4.3, 9.5.1,
9.5.2, 9.6.1, 9.6.2,
9.7.1, 9.7.2, 9.7.4,
9.7.5, 9.7.6, 9.8.2
Holidays covered
12/25 la Navidad (Q2.8)
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Written quizzes
Oral quizzes
Tests
Essays
Project – La
casa de mis
sueños or Mi
árbol
genealógico
¡Buen Viaje! Level 1
Textbook
¡Buen Viaje! Level 1
Workbook
¡Buen Viaje! Level 1
Audio CDs
¡Buen Viaje! Level 1
DVDs
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources:
Conjuguemos.com
Quia.com
Quizlet.com
Spaleon.com
Studyspanish.com
Studystack.com
Android apps.
Movie - Sweet Fifteen
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish I (Grades 9-12)
Quarter: 2 (Weeks 10-18)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant
environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to
successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your
knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your
language learning experience?
Unit/Time Frame
Standards
Content
Skills
Reinforce and further the knowledge of
fine art through the study of Spanish
Recognize and appreciate the artwork of
María Izquierdo
Review and Testing
for Semester 1
2 weeks
Assessment
Resources
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
 Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
 Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
 Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
 Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
 Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
 Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
 Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its
cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
 Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
 Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
 Standard 5.1: Students use the language both within and beyond the school setting
 Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
INDIANA STATE STANDARDS
Grade 9 (comparable to Level I)
Standard 1
COMMUNICATION: Write and speak in a language other than English
Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)
9.1.1
Use multiple greetings and farewells in new social situations.
9.1.2
Recognize and state information about self and others in simple terms.
Examples: Name, age, origin, physical attributes, etc.
9.1.3
Recognize and express a variety of simple feelings and preferences of self and others.
Examples: Likes and dislikes
9.1.4
Exchange familiar information and opinions in brief guided conversations.
9.1.5
Exchange familiar information and opinions in written form with guidance.
Examples: Letters, e-mails, etc.
9.1.6
Make basic requests and ask basic questions.
9.1.7
Recognize and use situation-appropriate non-verbal communication.
9.1.8
Recognize speaking and listening strategies that facilitate communication.
Example: Ask for clarification
Standard 2
COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
9.2.1
Understand and respond to classroom requests, commands, and directions.
9.2.2
Recognize alphabets, sounds, and markings specific to the target language.
9.2.3
Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate
tasks.
Examples: Identify familiar vocabulary from an authentic supermarket flyer, list main characters from a short authentic children’s story
9.2.4
Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Standard 3
COMMUNICATION: Present information in a language other than English
Learners present to an audience of listeners or readers on a variety of topics. (Presentational)
9.3.1
Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.
9.3.2
Present simple prepared material on selected topics.
Examples: Dialogues, short skits, etc.
9.3.3
Read passages aloud to practice intonation and pronunciation.
9.3.4
Write complete sentences with teacher guidance.
9.3.5
Describe objects, self, and others in written and spoken language in simple terms with teacher guidance.
Standard 4
CULTURES: Develop awareness of other cultures
Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.
9.4.1
Recognize basic routine practices of the target cultures.
Examples: Family interactions, greetings, table manners, etc.
9.4.2
Examine products, perspectives, and symbols of the target cultures.
9.4.3
Examine factors that influence practices, products, and perspectives.
Examples: Geography, weather, demographics, etc.
Standard 5
CONNECTIONS: Make connections to other content areas
Learners use the target language to expand their knowledge of and make connections among multiple content areas.
9.5.1
Describe basic objects and concepts from other content areas in simple terms.
Examples: Probability (refers to Mathematics 5.6.4), body parts and exercise (refers to Science 4.4.9), map skills (refers to Social Studies
6.3.2)
9.5.2
Integrate content area concepts and skills through relevant activities.
Examples: Report on survey results in the target language, identify and describe body parts used for various activities, use a map or
locational technology to identify locations
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Standard 6
CONNECTIONS: Access and connect information through various media
Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.
9.6.1
Use digital media and culturally authentic resources to build vocabulary.
Examples: Electronic dictionaries, language websites, TV programs, etc.
9.6.2
Use digital media and culturally authentic resources to study target cultures.
Examples: Photographs, magazines, appropriate websites
Standard 7
COMPARISONS: Investigate the nature of language and culture
Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.
9.7.1
Recognize and use cognates and words shared between English and the target language.
9.7.2
Recognize and use simple language structures.
Examples: Singular versus plural forms, word order
9.7.3
Recognize and use basic idiomatic and colloquial expressions in the target language.
9.7.4
Recognize and use authentic simple forms of address in a variety of familiar situations.
9.7.5
Identify some daily living patterns of other cultures and the learner’s own culture.
Examples: Food and mealtimes
9.7.6
Recognize celebrations and holidays of other cultures and compare them to those of the learner’s culture.
9.7.7
Describe contributions from other cultures in simple terms with guidance.
Standard 8
COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.
9.8.1
Share experiences from the world language classroom within the school and/or community.
Example: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the
target language
9.8.2
Recognize the use of the target language in the learner’s community.
Examples: Signs, restaurants, etc.
9.8.3
Experience and report on the cuisine, music, drama, literature, etc. from the target cultures.
9.8.4
Research and present about a local and/or global need that is identified as authentic by the cultures of the target language.