FOREIGN LANGUAGE DEPARTMENT
NILES TOWNSHIP HIGH SCHOOLS
DISTRICT 219
SKOKIE, ILLINOIS 60077
CURRICULUM GUIDE
SPANISH 1N-2N & 11N-21N
(FOR NATIVE SPEAKERS)
Prepared by:
Luisa Karimighovanloo
Edmund Murphy, Director
September, 1989
Revised:
March, 1990
February, 1992
June, 1992
July, 2002
…………..
May 2003
Sept. 2006
Revised:
May 2007
October 2010
District 219 ensures equal opportunities regardless of race, sex, color, national origin, religion, age or handicap.
TABLE OF CONTENTS
Page
Course book Description……………………………………………………… 1
Texts and Materials…………………………………………………………… 2
Explanatory Notes…………………………………………………………….. 3
Learning Targets………………………………………………………………..5
Grammar Benchmarks and Corresponding Activities.........................................9
Vocabulary Benchmarks and Corresponding Activities....................................12
Culture Benchmarks and Corresponding Activities...........................................14
Technology Standards and Corresponding Activities.........................................16
Curriculum Guide……………………………………………………….……... 7
Sample Unit Plan and Weekly Assignments………………………………….. 25
Sample Test Item Formats……………………………………………………. 26
COURSEBOOK DESCRIPTION
SPANISH 1N-2N & 11N-21N
Grade Weight: 3-4
Two semesters, two credits.
Open to all students who qualify.
PREREQUISITE:
Junior High recommendation, placement interview given
by Director and Counselor.
A course geared to the needs of native Spanish speakers; learning outcomes closely parallel those of
Spanish 11-21.
Added focus given to written expressions, standard Spanish usage (written and oral). A cultural
component focusing on Latin American and Spanish culture is reinforced through readings, videos
and students' oral participation/presentations. Prepares students for either Spanish 3-4 or Spanish
31-41.
TEXTS AND MATERIALS
Required Texts:
TU MUNDO
Curso para hispanohablantes, D.C. Heath and Company, McDougal Littell Inc., 2002.
TU MUNDO
Cuaderno de actividades, D.C. Heath and Company, McDougal Littell Inc., 2002.
Reader:
Ventanas tres Carrera-Hanley, McDougal Littell Inc., 2002.
EXPLANATORY NOTES
1.
RATIONALE AND EXPLANATION OF THIS CURRICULUM GUIDE
This guide contains material that will be helpful to you as you teach Spanish 1N – 11N - 2N/ 21N. During the
year, instructors teaching this course will meet to discuss how the implementation of the syllabus is
progressing. If we find that changes need to be made, we will agree on those changes and implement them in
all sections of the course during the following year.
2.
OVERALL STRUCTURE OF THIS CURRICULUM GUIDE
The guide consists of the following sections:
TEXTS AND MATERIALS – Both student and teacher materials are listed here.
LEARNING OUTCOMES – Outcomes are listed by semester and are divided
into the following language acquisition skills: reading, vocabulary, verbs, usage,
listening, and speaking.
SYLLABUS – The syllabus is divided into six grading periods and integrates the
text, workbooks, and reading materials. (See number 3 & 4 below).
SAMPLE UNIT PLAN AND WEEKLY ASSIGNMENTS – A brief unit plan
demonstrates how the various components of this course can be organized. The
assignment sheet will help instructors (who are new to a course) approximate the
amount and level of work that a typical student at the honors or regular level can
accomplish on a nightly basis.
3.
THE SYLLABUS AS A GUIDE
A detailed syllabus whose content is broken down into six week grading periods is included to help you
organize the course into meaningful units of study and to facilitate the construction of your own classroom
tests. Since the outcomes will be tested at the end of each semester, it is not imperative that you adhere
precisely to the grade period breakdown delineated here, but that you complete the required outcomes by the
end of the semester.
4.
CRITERION REFERENCED TESTS (C.R.T.’s) AND OUTCOMES - The outcomes
have been delineated by semester and will be tested in January and June. All instructors
teaching this course will submit items (by learning outcome) to be used on the semester
C.R.T.’s. Specific outcomes are discussed below.
5.
THE READING OUTCOME - Please note that reading is an outcome for both semesters and the
students will be tested in this area both in January and June on the C.R.T.
6.
CULTURE COMPONENT – The teaching of culture will focus on readings and video
presentations to be tested during the semester.
7.
SPEAKING – The Foreign Language Department has agreed to make oral proficiency one of its goals and to
that end, has adopted a set of oral proficiency outcomes for each level of instruction. In this course, emphasis
will be placed on standard Latin American pronunciation.
8.
SCOPE AND SEQUENCE CHART – A grid containing the usage topics (taught in the Niles Township
Spanish Program) and when they are taught has been included in the Appendix of this Curriculum Guide.
Instructors will, thus, be aware of when a given topic was introduced, reinforced, and mastered.
9.
DUPLICATION OF MATERIAL FOUND IN THIS CURRICULUM GUIDE. Instructors
should feel free to duplicate any portion of this document for distribution to students.
10.
SPECIFICATION FOR HONORS
Additional essays will be required. On tests and quizzes they will have to answer higher level thinking
questions. More advanced vocabulary, various expressions and synonyms (i.e. ocultar : esconder).
LEARNING TARGETS – SPANISH NATIVE 1 and 11
FALL SEMESTER
I. Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or
non-fiction, containing structures and vocabulary presented in the course.
a. I can comprehend (at a literal level) a passage of prose-fiction or non-fiction, containing
structures and vocabulary presented in the course.
b. I can comprehend at a differential level a passage of prose-fiction or non-fiction, containing
structures and vocabulary presented in the course. (Honors only)
II. Over-arching Vocabulary Target: I can recognize and use vocabulary contained in Tu Mundo,
Amsco Publication and Ventanas tres stories.
a. I can recognize and use vocabulary in Tu Mundo.
b. I can recognize and use vocabulary in Amsco Publication.
c. I can recognize and uses vocabulary found in Ventanas tres stories.
d. I can write an elaborate definition for vocabulary words. (Honors only)
III. Over-arching Affective Target: I can identify both with Hispanic heritage and Anglo culture,
ultimately arriving at a social/interpersonal balance with which I feel comfortable.
a. I can recognize and write all Spanish speaking countries, capitals and nationalities.
IV. Over-arching Contrastive Analysis Target: I can compare and contrast the English language with
the Spanish language.
a. I can compare the grammatical structures of English and Spanish, recognize similarities and
differences between them.
b. I can recognize false cognates in Spanish that are influenced by English.
c. I can implement and know the rules of accentuation in Spanish.
d. I can recognize and use correct Spanish spelling.
V. Over-arching Verb Target: I can recognize and use a variety of verbs in various tenses.
a. I can recognize and use present tense regular verbs.
1. I can recognize and use present tense regular ar verbs
2. I can recognize and use present tense regular er verbs
3. I can recognize and use present tense regular ir verbs
b. I can recognizes and use present tense irregular verbs.
1. I can recognize and use present tense irregular yo verbs.
2. I can recognize and use the present tense irregular verbs: ser, estar, ir, tener, venir,
hay and haber.
c. I can recognize and use present tense stem changing verbs.
1. I can recognize and use present tense e>ie stem changing verbs.
2. I can recognize and use present tense e>i stem changing verbs.
3. I can recognize and use present tense o>ue stem changing verbs.
d. I can recognize and use the present progressive tense.
e. I can recognize and use affirmative tú commands.
VI. Over-arching Usage Target: I can recognize and use grammatical structures.
a. I can recognize and use the Spanish alphabet.
b. I can recognize and use subject pronouns.
c. I can recognize and use articles: definite and indefinite.
d. I can recognize and use gender and number of nouns.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
I can maintain agreement and correct placement of nouns and adjectives.
I can recognize and use days and months.
I can recognize and use interrogative words.
I can recognize the basic difference between ser and estar.
I can recognize and use object of preposition pronouns.
I can recognize and use numbers to one million.
I can read and tell time.
I can use and recognize personal “a”.
I can use and recognize seasons and describes the weather, using idioms with “hacer”.
I can recognize and use the prepositions a and de in appropriate contexts (personal “a").
I can recognize and use direct object pronouns.
I can recognize and use indirect object pronouns.
I can recognize and use separation of words by syllables
I can recognize and use accent marks.
I can recognize and use Spanish punctuation and capital letters.
I can recognize and use adjective agreement
I can recognize and use possessive pronouns.
I can recognize and use tener expressions.
VII. Over-arching Writing Target: I can answer summary questions posed with help from the text
regarding previous readings and class discussions on various topics.
a. I can answer summary questions posed with help from the text regarding previous readings
and class discussions on various topics.
b. I can write and answer analytical questions posed regarding previous readings and class
discussions on various topics. (Honors only)
VIII. Over-arching Listening Target: I can respond to comprehension questions based on a listening
passage commensurate in difficulty with the Spanish 1N-11N learning outcomes.
LEARNING TARGETS - SPANISH NATIVE 2 / 21
SPRING SEMESTER
I. Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or
non-fiction, containing structures and vocabulary presented in the course.
a. I can comprehend (at a literal level) a passage of prose-fiction or non-fiction, containing
structures and vocabulary presented in the course.
b. I can comprehend at a differential level a passage of prose-fiction or non-fiction, containing
structures and vocabulary presented in the course. (Honors only)
II. Over-arching Vocabulary Target: I can recognize and use vocabulary contained in Tu Mundo,
Amsco Publication and Ventanas tres stories.
a. I can recognize and use vocabulary in Tu Mundo.
b. I can recognize and use vocabulary in Amsco Publication.
c. I can recognize and uses vocabulary found in Ventanas tres stories.
d. I can write an elaborate definition for vocabulary words. (Honors only)
III. Over-arching Affective Target: I can identify both with Hispanic heritage and Anglo culture,
ultimately arriving at a social/interpersonal balance with which they feel comfortable.
IV. Over-arching Contrastive Analysis Target: I can compare and contrast the English language with
the Spanish language
e. I can compare the grammatical structures of English and Spanish, recognizing similarities
and differences between them.
f. I can recognize and correct false cognates by interference of English on standard Spanish.
g. I can recognize and use similar words with different meanings (mas. más/si, sí)
h. I can recognize differences among various dialects of the Spanish language (e.g. Puerto
Rican, Spanish spoken in Spain, Spanish spoken in the United States, Mexican).
V. Over-arching Verb Target: I can recognize and use a variety of verbs in various tenses.
f. I can recognize and use preterit tense of regular verbs
g. I can recognize and use preterit tense irregular verbs.
h. I can recognize and use preterit tense spelling change verbs (e.g., -zar, -gar, -car, yó).
i. I can recognize and use the preterit tense stem-changing verbs.
j. I can recognize and use all forms of the imperfect tense.
k. I can recognize and use reflexive verbs.
l. I can recognize and use negative tú commands.
m. I can recognize and use affirmative Usted commands.
VI. Over-arching Usage Target: I can recognize and use grammatical structures
w. I can recognize and use adverbs with the ending -mente.
x. I can recognize and use demonstrative adjectives.
y. I can recognize and uses direct and indirect object pronouns.
VII. Over-arching Writing Target: I can answer summary questions posed with help from the text
regarding previous readings and class discussions on various topics.
b. I can write and answer analytical questions posed regarding previous readings and class
discussions on various topics. (Honors only)
c. I can use different writing formats, improve spelling and incorporates new learned
vocabulary.
VIII. Over-arching Listening Target: I can respond to comprehension questions based on a listening
passage commensurate in difficulty with the Spanish 2N-21N learning outcomes.
Theme
Etapa preliminar
a. Ser (partial treatment),
with origin
b. Alphabet
c. Numbers 0-10
Benchmarks using Illinois standards
Activities in text
28.A.1a
28.A.1b
28.B.1a
28.B.1b
Recognize basic language patterns.
Respond appropriately to simple commands in the target language.
Respond to and ask simple questions with prompts.
Imitate pronunciation, intonation, and inflection, including sounds unique to the target
language.
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronuciation, intonation, and inflection.
28.C.1b Infer meaning of cognates from context.
28.D.1a Copy/write words, phrases, and simple sentences.
28.D.2a Write on familiar topics using appropriate grammar, punctuation, and capitalization.
29.A.1 Use common forms of courtesy, greeting, and leave-takings appropriate to the time of
day and relationship.
a. Actividades 8-11
b. Actividades 12-13
c. Actividad 14
Unidad 1/Etapa 1
a. Subject pronouns
b. Ser (full treatment),
with origin
c. Gustar, encantar (me/te/le +
infinitive)
Unidad 1/Etapa 2
a. Definite/indefinite
articles
b. Noun & adjective
agreement: gender
c. Noun & adjective
agreement: number
d. Adjective placement
e. Shortened adjectives
All benchmarks from preceding section, and also:
28.D.1b Describe people, activities, and objects from school and home.
a. Actividades 9-12
b. Actividades 13-15
c. Actividades 16-18
c. Teacher-created activities
All benchmarks from preceding sections.
a. Actividades 6-9
b. Actividades 10-14
c. Actividades 12-14
d. Teacher-created activities
e. Actividad 18
Unidad 1/Etapa 3
a. Tener
b. Contractions “al” &
“del”
c. Possession using “de”
d. Possessive adjectives
e. Dates
f. Numbers 11-100
All benchmarks from preceding sections.
a. Actividades 6-7, 9
b. Teacher-created activities
c. Actividades 10-12
d. Actividades 13-15
e. Actividades 17-18
f. Actividad 9
Theme
Unidad 2/Etapa 1
a. Present tense –ar verbs
b. Adverbs of frequency
c. Infinitive expressions (tener
que + infinitive, hay que +
infinitive)
d. Tener ganas de + infinitive
Benchmarks using Illinois standards
Activities in text
All benchmarks from preceding sections, and also:
28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources.
28.D.2c Present an original production using known vocabulary and grammatical structures.
a. Actividades 7-10
b. Actividades 12-14
c. Actividades 15-17
d. Teacher-created activities
Unidad 2/Etapa 2
a. Ir
b. Telling time
c. Ser & estar (all uses)
d. Interrogative words
Unidad 2/Etapa 3
a. Ir + a + infinitive
b. Present tense –er/-ir verbs
c. Irregular “yo” verbs
d. Personal a
e. Oír
All benchmarks from preceding sections.
a. Actividades 6-8
b. Actividades 9-11
c. Actividades 12-14, teachercreated activities
d. Actividades 16-18, 20
a. Actividades 7-10
b. Actividades 12-14
c. Actividades 15-17, teachercreated activities
d. Actividades 16-18
e. Actividades 18-19
Unidad 3/Etapa 1
a. Reinforcement of estar
+ adjectives
b. Acabar de + infinitive
c. Venir
d. Irregular present tense
e. Gustar, encantar + infinitive
(nos/os/les)
Unidad 3/Etapa 2
a. All stem-changing
verbs: e-ie, e-i, o-ue
b. Reinforcement of saber
c. Comparatives
Unidad 3/Etapa 3
a. Expressions with tener
b. Expressions with
All benchmarks from preceding sections.
a. Actividades 5-7
b. Actividades 9-10
c. Actividades 12-14
d. Teacher-created activities
e. Actividades 15-17, teachercreated activities
All benchmarks from preceding sections.
a. Actividades 5-11,
b. Actividades 12-14
c. Actividades 15-17
All benchmarks from preceding sections.
a. Actividades 11-14
b. Actividades 6-10
c. 14-16
All benchmarks from preceding sections, and also:
28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.
28.A.2b Follow instructions in the target language, given one step at a time for a wide range of
activities.
28.C.1a Recognize the written form of familiar spoken language and predict meaning of key
words in a simple story, poem or song.
28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of
cognates, and recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from
prior lessons.
28.D.2b Present a simple written or oral report on familiar topics.
Theme
weather
c. Direct object pronouns
d. Present progressive
Benchmarks using Illinois standards
Activities in text
d. Actividades 19-21
Vocabulary themes, benchmarks, and activities
Spanish Introduction 1N-2N
Theme
Etapa preliminar
a. Greetings
b. Personal information
c. Days of the week
d. Spanish alphabet
e. Numbers 0-10
f. Classroom expressions
Benchmarks using Illinois standards
Activities in text
28.A.1a
28.A.1b
28.B.1a
28.B.1b
Recognize basic language patterns.
Respond appropriately to simple commands in the target language.
Respond to and ask simple questions with prompts.
Imitate pronunciation, intonation, and inflection, including sounds unique to the target
language.
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronunciation, intonation, and inflection.
28.C.1b Infer meaning of cognates from context.
28.D.1a Copy/write words, phrases, and simple sentences.
28.D.2a Write on familiar topics using appropriate grammar, punctuation, and capitalization.
29.A.1 Use common forms of courtesy, greeting, and leave-takings appropriate to the time of
day and relationship.
a. Actividades 1-4
b. Actividades 5-11
c. Actividades 15-16
d. Actividades 12-13
e. Actividad 14
f. Actividades 17-20
Unidad 1/Etapa 1
a. People
b. Greetings
c. Activities
Unidad 1/Etapa 2
a. Describing people
b. Clothing
c. Colors
Unidad 1/Etapa 3
a. Family
b. Number to 100
c. Dates & birthdays
Unidad 2/Etapa 1
School
All benchmarks from preceding section, and also:
28.D.1b Describe people, activities, and objects from school and home.
a. Actividades 3-5
b. Actividades 6-8
c. Actividades 16-18
All benchmarks from preceding sections.
a. Actividades 1-2, 4-5
b. Actividades 7-9
c. Actividades 12-14
All benchmarks from preceding sections.
a. Actividades 3, 5, 11
b. Actividades 7, 9
c. Actividades 17-18
All benchmarks from preceding sections, and also:
28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources.
28.D.2c Present an
original production using known vocabulary and grammatical structures.
Actividades 1-5, 9-10
Unidad 2/Etapa 2
a. Schedules
b. Telling time
c. Asking questions
d. Requesting food
e. Saying where one is
going
All benchmarks from preceding sections.
a. Actividades 7, 10-12
b. Actividades 9-10
c. Actividades 15-19
d. Actividad 4
e. Actividades 6-8
Theme
Unidad 2/Etapa 3
a. After school plans
b. Activities
Benchmarks using Illinois standards
Activities in text
All benchmarks from preceding sections, and also:
28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.
28.A.2b Follow instructions in the target language, given one step at a time for a wide range of
activities.
28.C.1a Recognize the written form of familiar spoken language and predict meaning of key
words in a simple story, poem or song.
28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of
cognates, and recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from
prior lessons.
28.D.2b Present a simple written or oral report on familiar topics.
a. Actividades 3-5
b. Actividad 13
Unidad 3/Etapa 1
a. Extending invitations
b. Expressing feelings
c. Talking on the phone
Unidad 3/Etapa 2
a. Sports
b. Comparisons
Unidad 3/Etapa 3
a. Weather
b. Feelings
c. Geography
All benchmarks from preceding sections.
a. Actividad 8, 20
b. Actividades 5-7
c. Actividades 18-20
All benchmarks from preceding sections.
a. Actividades 3-4, 7
b. Actividades 15-17
All benchmarks from preceding sections, and also:
29.E.1 Identify and use simple geography vocabulary of the target language.
a. Actividades 6-10
b. Actividades 11-13
c. Actividad 8
Culture themes, benchmarks, and activities
Spanish Introduction 1N-2N
Theme
Etapa preliminar
Names and locations of
Spanish-speaking
countries
Benchmarks using Illinois standards
Activities in text
29.E.2 Use maps, charts,
digital images, graphs and other geographic representations to describe and discuss the
countries where the target language is spoken.
Actividad 9
Unidad 1/Etapa 1
a. Nationalities
b. Los latinos de los
Estados Unidos
Unidad 1/Etapa 2
Music styles: música
tejana
29.D.1 Recognize important people and events in the history of areas where the target
language is spoken.
a. Teacher-created activities
b. “Los lations de los Estados Unidos”,
pgs.40-41
29.B.1a Identify one or more art forms representative of areas where the target language
is spoken.
29.B.2a Identify sample art works and their creators associated with areas where the
target language is spoken.
29.D.1 Recognize important people and events in the history of areas where the target
language is spoken.
“El conjunto tejano”, pgs.62-63
Unidad 1/Etapa 3
a. Holidays
b. La Quinceañera
Unidad 2/Etapa 1
a. Mexico City
b. School in Spanishspeaking countries
Unidad 2/Etapa 2
a. Capitals
b. Mexican snacks
Unidad 2/Etapa 3
a. Pastimes of Mexican
youth
b. El Zócalo
c. Tenochtitlán
Unidad 3/Etapa 1
Music and dances of
Puerto Rico
Unidad 3/Etapa 2
Baseball in Puerto Rico
29.E.3 Describe geographical aspects of areas where the target language is spoken.
29.A.3 Demonstrate selected customs, manners and traditions in societies associated
with the target language.
a. “Las celebraciones del año”, pgs.8485
b. “La Quinceañera”, pgs.86-87
a. Teacher-created activities
29.E.2 Use maps, charts, digital images, graphs and other geographic representations to
describe and discuss the countries where the target language is spoken.
29.A.3 Demonstrate selected customs, manners and traditions in societies associated
with the target language
29.A.3 Demonstrate selected customs, manners and traditions in societies associated
with the target language
29.D.1 Recognize important people and events in the history of areas where the target
language is spoken.
a. Teacher-created activities
b. “¿Quieres comer una merienda
mexicana?”, pgs.134-135
29.B.1a Identify one or more art forms representative of areas where the target language
is spoken.
29.B.2a Identify sample art works and their creators associated with areas where the
target language is spoken.
29.A.2 Demonstrate activities associated with the target language.
“Bomba y plena”, pgs.184-185
a. “México y sus jóvenes”, pgs.156-157
b. “El Zócalo: centro de México”,
pgs.158-159
“Béisbol”, pgs.206-207
Unidad 3/Etapa 3
a. El Coquí
b. Basic facts about
Puerto Rico
30.A.1c Use target language vocabulary to identify simple science terms referring to
weather and nature.
29.A.3 Demonstrate selected customs, manners and traditions in societies associated
with the target language
29.D.1 Recognize important people and events in the history of areas where the target
language is spoken.
a. “El coquí”, pgs.228-229
b. “Una excursión por la isla”, pgs.230231
National Educational Technology Standards (NETS) and activities
Spanish Introduction 1N-2N
NETS
Activities: AP = audio program; VP = video
program; CD ROM; IN = internet activities
1. Basic operations and concepts:
 Students demonstrate a sound understanding of the nature and operation of technology
systems.
 Students are proficient in the use of technology.
IN
2. Social, ethical, and human issues:
 Students understand the ethical, cultural, and societal issues related to technology.
 Students practice responsible use of technology systems, information, and software.
 Students develop positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.
3. Technology Productivity Tools:
 Students use technology tools to enhance learning, increase productivity, and promote
creativity.
 Students use productivity tools to collaborate in constructing technology-enhanced models,
preparing publications, and producing other creative works.
4. Technology communications tools:
 Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences.
 Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences.
5. Technology research tools:
 Students use technology to locate, evaluate, and collect information from a variety of sources.
 Students use technology tools to process data and report results.
 Students evaluate and select new information resources and technological innovations based
on the appropriateness to specific tasks.
CD ROM; IN
6. Technology problem-solving and decision-making tools:
 Students use technology resources for solving problems and making informed decisions.
 Students employ technology in the development of strategies for solving problems in the real
world.
IN
AP; VP; CD ROM; IN
Student-created videos; IN
IN
Spanish 1N-11N: CURRICULUM
First Semester
KEY
TM=Tu Mundo text
LL=Language Lab
WB=AMSCO
LECTURA=Ventanas tres
AUD=audio program (CD & VIDEO)
1st Quarter Spanish 1N – 11N
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
TM
WB
LECTURA
PROJECTS
TECHNOLOG
Y
(AUD/LL)
Lección 1
Reading
Writing
Culture
Greetings
Names & locations of Spanish-speaking countries
Definite/Indefinite Articles
Nouns and adjective agreement: gender
Nouns and adjective agreement: number
Structures and verbs
Contractions “al” and “del”
Clarification on the letter – S
“¿Cómo te indentificas: Latino, hispano…?
El Paso Del Norte
Letters to the President
Different Hispanic nationalities
(Individual)
Viii – X, 105
50-51, 312-313
52, 304-305
48,49,318-319
142-144
136-137
139-141
181-182
Family
background
project
53
14-15
12-13
“English Only
Movement”
306
Lección 2
Reading
Writing
Culture
Interrogative Words and Negatives
Numbers, Days, Times and Seasons
Accents-Learning to break words by syllables
Stressing syllables/ weather expressions
“El Libro Talonrio”
“La casa en Mango Street”
# 0-100 (go up to 1,000,000)
Write about your perfect home
128, 250
467
Present tense of: -ar, -er, and –ir verbs
Capital letters
Punctuation
Words often confused (yarda/jardín…)
Leyenda
“Tres Consejos”
“La siesta del martes”
“La camisa de margarita Pareja”
Write a fairy tale story-made up/or heard
Legends and tradition
64-66, 69-71
3-11 (-ar)
12-19 (-er/-ir)
35
37-39
34, 40
73-74
227-230
205
219-221
224-225
3-5
13
27-30
204-217
Lección 3
Reading
Writing
Culture
82-88
291-293
(Group)
Teach a pretend
1st grade bilingual
class:
# from 0-30 +
days of the week/
months/seasons
+weather or the map
of Spanish Speaking
Countries
“Ties that Bind”
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
TM
WB
Ser and Estar
Irregular verbs and irregular “yo” verbs
Present progressive
Rules of accents/syllables
397, 418-421
215
50-59
32-36
Reading
“Quinceañera”
114-155
Writing
Write a 1 minute speech thanking someone for all they have
done for you.
Holidays
LECTURA
PROJECTS
Lección 4
Culture
(Individual)
Read in front
of the class
your speech.
p. 73-74/137-138
handout
TECHNOLOG
Y
(AUD/LL)
Spanish 1N-11N: CURRICULUM
First Semester
KEY TM=Tu Mundo text
WB=AMSCO
LECTURA=Ventanas tres
AUD=audio program (CD & VIDEO)
LL= Language Lab
2nd Quarter Spanish 1N – 11N
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
TM
WB
LECTURA
PROJECTS
Lección 5
All stem-changing verbs: e-ie, e-i, o-ue
Expressions with tener
Direct object pronouns
Accents
243-249
145, 159-160
Reading
“La Selva Tropical y Yo”
“Venezuela”
Caipora, el padremonte”
“El León y las pulgas.
126-127
89-91
463-465
118-121
Writing
Culture
Find an endangered species and inform the class (shoebox)
Environment
e-ie, 25-28
e-I, 29-31
o-ue, 20-24
116-118
114-115
151-154
Lección 6
Affirmative “tú” commands
Irregular affirmative “Tú” commands
Indirect object promouns
Cognates
Accents – “diptongos”
239
241
Reading
“La comunicación sin palabras: Gestos”
198
Writing
Culture
Communication
178-179
221-223
60-70
60-70
154-158
253
46-47
(Individual)
Make a
shoebox
about your
endangered
species.
TECHNOLOGY
(AUD/LL)
Lección 7
Direct & indirect object pronoun placement
Reinforcement of stem-changing verbs
Written accent for: “Tu/Tú” and “El/él”
Gustar like verbs
Reading
“El Perro Abandonado”
Culture
Television
REVIEW FOR THE FINAL/CRT
“Destiny has
no favorites.”
158-162
Spanish 2N-21N: CURRICULUM
KEY TM=Tu Mundo text
Second Semester
WB=AMSCO
LECTURA=Ventanas tres
AUD=audio program (CD & VIDEO)
LL=Language Lab
3rd Quarter Spanish 2N – 21N
UNIDAD/ETAPA
(vocabulary)
Lección 8
MATERIAL TO BE COVERED
verbs/usage/culture
TM
WB
Preterite tense of regular –ar/-er/-ir verbs
Negative “tú” commands
Similar words:sí-si, sé-se, sólo-solo, aún-aun, más-mas
Spelling correctly with "z"
Review accents
322-325
401-403, 421
338-339
"El árbol de oro"
“La profecía de la gitana”
383-385
185-186
Culture
Spain: "España, tierra de moros"
355-357
171
Novel
El Secreto de Cristóbal Colón
Reading
LECTURA
PROJECTS
TECHNOLOGY
(AUD/LL)
72-90
60-70
148
53-57
MOVIE:
“Buena Vista
Social Club”
Lección 9
adverbs with –mente
Ud./Uds. commands
Pronoun placement with commands
Reflexive verbs
reinforcement of pronoun placement with present progressive
Reading
61-64
107
116
(Group)
Take class to
AV to learn
about
“imovie”
VIDEO:
“Commercial”
Artículos cortos
(Group)
Make a TV
commercial
Telenovela:
Soap Opera
Writing
Culture
Novel
Nutrition and food
El Secreto de Cristóbal Colón
370
Lección 10
Preterite tense of –car/-gar/-zar verbs
Preterite tense of stem-changing verbs
Prepositions (a, de, del)
Writing
Culture
Novel
Double consonants
B or V
G or J
Puerto Rico
El habla puertorriqueña
El Coquí
Colloquialism
“Variates coloquiales en el habla caló”
“El habla caribeña”
El Secreto de Cristóbal Colón
A video tour
on Puerto
Rico
165
438-439
201, 285
435-437
158-159
470-471
32
92
213-214, 241
(Individual or
in groups)
Make a
tourist
pamphlet on
Puerto Rico
Spanish 2N-21N: CURRICULUM
KEY TM=Tu Mundo text
Second Semester
WB=AMSCO
LECTURA=Ventanas tres
AUD=audio program (CD & VIDEO)
LL=Language Lab
4th Quarter Spanish 2N – 21N
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
TM
WB
LECTURA
217, 244,
255, 271,295
486, 495-496
564-565
570-571
PROJECTS
TECHNOLOGY
(AUD/LL)
Lección11
Reinforcement of numbers 100 - 1,000,000
Superlatives/Comparisons
Minimal pairs: Saber/conocer, pedir/preguntar, etc.
Writing
Culture
K-C-QU
114, 218, 231, 478480, 487-488
Palabras que se escriben con la -s
Write a job interview dialague.
Work and profession
553-556
"Hablemos de posibilidades de empleo"
519-524
(Group)
Present in
class a
pretend
job
interview
hand-in
questions
&
answers.
259
Telenovela:
Soap Opera
Lección 12
1 min. dialogue on
a favorite item
Reinforcement of regular preterite verbs
Preterite verbs with ”i” I to”y” spelling change
Reading
Writing
Culture
Write a “corrido“ about someone you admire.
México
"Benito Juárez"
"Monte Albán"
"Los árboles de flores blancas"
511-513
515
537-539
251-252, 267
(Group)
Make a powerpoint presentation
on assigned
sections of
Mexico and
inform
class.
Telenovela:
Soap Opera
Lección13
Demonstrative adjectives
Preterite vs. imperfect
Imperfect tense
Review
Writing
Culture
Travel
"Argentina"
“Sudamérica”
Telenovela:
Soap Opera
588-589
305-306
75-78
handout
Review for the Final /CRT
(Individual)
Write project
on a
Spanish
speaking
country elected.
Sra. Karimighovanloo
Plan de estudio
Nativos 1 -11
23 de septiembre - 27 de septiembre
OBJETIVO EN CLASE (in class lesson)
TAREA (homework)
Lunes
Repasar tarea
Cómo se escriben las fechas
Los números hasta 1000
Hoja de ecuaciones

Hoja de práctica
Martes
Repasar tarea
Escribir los números en separaciones de 15
hasta 500 y después en separaciones de 25
Hoja de ecuaciones

Hoja de práctica

Hoja de actividad
Miércoles
Repasar tarea.
Palabras interrogativas.
Hojas de ejercicios
Jueves
Lectura: “El Libro Talonario”, V3, p. 3 – 5.
Comentarios.
V3, p.6 escribir los números de ¿comprendiste tú?
Y completar las oraciones con la frase adecuada

Estudiantes en
honores contestar
V3, p. 8 act. 5, los
demás V3, p. 7,
act. 2. Estudiar
para PRUEBA.
Viernes
Repasar tarea y entregar tarea
PRUEBA
Leer, p. 28 (Conozcamos a la autora: Sandra
Cisneros), y leer p.29 – 3º.

p. 31 contesta
ejercicio B.
Nombre: _______________________
Sra. Karimighovanloo
PRUEBA: ALFABETO
(Nativos. 1 -11)
I)
II)
Escribe las preguntas a las siguientes respuestas:
1)
Son las cuatro y media. ____________________________________________________.
2)
Vengo del gimnasio. ______________________________________________________
3)
La vecina es morena y muy simpática.________________________________________.
4)
Lo vi ayer por la tarde. ____________________________________________________.
5)
Ese chico es el compañero de Graciela. ________________________________________
6)
Los viernes hago la tarea y los sábados salgo. ___________________________________
7)
Es una persona que viene de Sudamérica. _____________________________________
Escribe las siguientes ecuaciones:
357 – 132 = 225
______________________________________________________________________________
986 + 14 = 1000
______________________________________________________________________________
III)
IV)
IV)
Escribe los números:
500 ____________________
20. ___________________
160 ____________________
705. __________________
613 ____________________
410 ___________________
¿Qué significa las siguientes palabras?
16.
Orgullo _______________________________________________________________________.
17.
“Rancherías” __________________________________________________________________
Honores: Referente al cuento El Libro Talonario ¿Creéis que alguien puede reconocer sus calabazas?
Explicar vuestra respuest