SPANISH
Grade 10
(comparable to Level II)
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)
SKILLS
SUGGESTED ACTIVITIES
10.1.1
Use multiple greetings and farewells in various
Students understand and interpret
situations.
written and spoken language on a
variety of topics.
ASSESSMENT
Group skits
Video Guide, pp. 4–5, 8
10.1.2
Accurately express a variety of simple feelings
and preferences of self and others.
Have students do Activities 14–16,
p. 15. 1.2, 1.1, 1.3
Students understand and interpret
Prueba : Gramática 1, pp. 3–4
written and spoken language on a
variety of topics.
•
(5 min.) Play Audio CD 1,
Tr. 6 for Activity 17, p. 20. 1.2
•
(10 min.) Have students do
Activities 18–19, p. 20 1.2
(10 min.) Multiple
Intelligences, p. 19 1.2
Teaching Transparencies:
Oral quiz
Vocabulary 1.3
Examples: Likes and dislikes
•TPR Storytelling Book, pp. x–1
Accurately state basic information about self and
others.
Examples: Name, personality characteristics
10.1.3
(15 min.) Comunicación (TE), p.
21 1.3
10.1.4
Exchange familiar information and opinions in
brief conversations.
1.4; Cuaderno de vocabulario y
gramática
Aplicación 2, pp. 11–12
10.1.5
Exchange familiar information and opinions in
written form.
• (10 min.) Present Repaso: Affirmative
Written responses
and negative informal commands and
¿Te acuerdas?, using Teaching
Gramática, p. 26.
(10 min.) Show
GramaVisión (affirmative and
negative informal commands),
Video Program (Videocassette 1)
or DVD Tutor (Disc 1).
10.1.6
Make requests and ask different types of
questions.
(5 min.) Play Audio CD 1,
Tr. 8 for Activity 27, p. 24.
•
(5 min.) Have each student
write an affirmative and negative
command telling someone how to
behave in
class or school
Oral quiz with rubric
10.1.7
Recognize and use situation-appropriate nonverbal communication.
10.1.8
Use speaking and listening strategies to facilitate
communication.
(5 min.) Have students do
Activity 30, p. 26
Reading and questions
Pictures sequences
(5 min.) Play Audio CD 1,
Tr. 8 for Activity 27, p. 24.
Examples: Identifying key words, synonyms and
antonyms
Standard 2---COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
SKILLS
SUGGESTED ACTIVITIES
10.2.1
Respond accurately to classroom requests,
Activities for Communication, pp.
commands, and directions.
7–8, 57–58
ASSESSMENT
Open response questions
10.2.2
Demonstrate comprehension of both authentic
and non-authentic written and spoken language
through developmentally appropriate tasks.
5 min. Present Nota cultural, p.
67
Writing responses
Speaking activity
(3 min.) See Map Activities, p. 80.
Based on Santo Domingo’s
geographic location, have
students make assumptions about
the climate and what foods grow
there.
Oral communication
Example: Respond to simple comprehension
questions in the target language
10.2.3
Make educated guesses about meaning in
familiar contexts, using cognates and familiar
vocabulary.
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)
SKILLS
SUGGESTED ACTIVITIES
10.3.1
Recite rhymes, proverbs, and poetry or sing
Student Edition,
songs of the target language and cultures.
Literatura y variedades, pp.
384–385
(5 min.) Atlas Interactivo
Mundial, p. 137 3.1
Students will learn the song “La
Bamba”
(5 min.) Extension, p. 159 1.3,
3.1
ASSESSMENT
Recite poem
Sing song
10.3.2
Present prepared material on a variety of topics.
Students will make a map and
write directions
Project
Examples: Dialogues, skits, plays, etc.
10.3.3
Read passages aloud to demonstrate improving
intonation and pronunciation.
• (20 min.) Letra y sonido, p. 76
Worksheet
10.3.4
Compose simple cohesive written information
using appropriate formats with teacher
guidance.
Fine Art Connection: Analyzing,
p. 79
Comparison essay over fine art
Examples: Poetry, messages, descriptions,
simple narratives, cartoons, etc.
10.3.5
Describe objects, self, and others in written and
spoken language with greater detail.
Online practice, Chapter 2
Self-test
• (5 min.) Have individual students
name an object that belongs to him
or herself or a neighbor.
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
(4
min.)
Have
students
answer
¿Qué
ves
10.4.1
Investigate and report on basic family and social
Oral
en la foto?, p. 124.
practices of the target cultures.
Examples: Family structure, giving and
receiving, cultural trends, etc.
10.4.2
Describe products, perspectives, and symbols of
the target cultures in simple terms.
• (5 min.) Comparisons, p. 143
4.1
4.2; Cuaderno de vocabulario y
gramática
(5 min.) Present Nota cultural, p.
140. 4.2
• (3 min.) Have students review chapter
expressions with a partner, using their
pyramid study aid.
Speaking, reading, and speaking
10.4.3
Describe factors that influence practices,
products, and perspectives.
(10 min.) Read and discuss
Comunidad y oficio
Examples: History, technology, etc.
• (15 min.) See Teaching Novela
en video, p. 188. For a summary
of the video, see El relicario, p.
189
(10 min.) Culture Project, p. 198
1.1, 1.3, 4.2
Cultural Products (la
arquitectura)
Students will make brochures over Oral presentation and project
a variety of countries and they will
be given a list of information to
include
10.4.4
Describe contributions from other cultures.
10.4.5
Identify elements that shape cultural identity in
the target cultures.
(5 min.) Government Link, p. 231
(27 min.) See Teaching Leamos,
p. 230
(3 min.) Play Audio CD 6, Tr. 9
for de «A Margarita Debayle»,
pp. 230–231
(22 min.) See Teaching
Escribamos, p. 232
Speaking, writing (lab book), and
reading
Reading comprehension
worksheet, open response,
listening lab
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
10.5.1
Investigate and report on objects and concepts
• (4 min.) Begin Fold-N-Learn, p. Written report and oral
from other content areas.
presentation
274. Have students finish their
Fold-N-Learn at home
Students will write a restaurant
skit.
Students will research a famous
Latin American hero.
10.5.2
Integrate content area concepts and skills through
relevant activities.
•Teaching Transparencies: Map 4;
Vocabulary, 5.1, 5.2; Situation;
Cuaderno de vocabulario y
gramática
Map
Writing activity
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
10.6.1
Use digital media and culturally authentic
Students will use websites
Chapter quiz and lab worksheet
resources to build vocabulary, improve reading
such as
ability, and encourage cultural awareness.
www.studyspanish.com to
practice grammar and
Examples: Electronic dictionaries, language
vocabulary.
websites, TV programs, etc.
Online practice, Chapter 7
(go.hrw.com, Keyword: EXP2
Interactive Tutor (Disc 2) or
DVD Tutor (Disc 2)
10.6.2
Use digital media and culturally authentic
resources to study target cultures.
Examples: video clips, advertisements, etc.
Students will watch commercials
in Spanish. Students will look
through authentic Spanish
magazines to find advertisements.
Students will create their own
commercial.
Group lists of commands
Standard 7---COMPARISIONS: 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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
10.7.1
Recognize and use cognates, words shared
(7 min.) Review Vocabulario en
Worksheet
between English and the target language, and
acción 1, pp. 286–289
Quiz
word families to expand vocabulary and guess
meaning.
Make a list of cognates together on
the board starting with the
Spanish.
10.7.2
Recognize and use simple language structures.
Examples: Agreement of adjectives and nouns,
and agreement of verbs and nouns
Students will create a poster
describing animals.
Project
10.7.3
Compare and use idiomatic and colloquial
expressions in the target language.
Students will read a paragraph in
Spanish and find the certain
idiomatic and colloqioal
expressions.
Cloze procedure
10.7.4
Compare and use authentic simple forms of
address in a variety of social situations.
Students will role play by drawing
out situation cards
Role playing
10.7.5
Compare the social patterns of other cultures and
the learner’s own culture.
Students will read about Chile’s
educational system.
Writing, reading, and guest
speaker
Examples: Compare school settings, role-play
meeting new people, discuss dating, etc.
10.7.6
Recognize celebrations and holidays of other
cultures and compare them to those of the
learner’s culture.
Students will research El Día de
los Muertos. Students will read
about Los Reyes Magos. Students
will sing Christmas carols.
Invitations, reading, and singing
Standard 8---COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple setting
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment
and civic engagement.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
10.8.1
Shane experiences from the world language
Students will interview a relative.
Speaking, writing, and singing
classroom with others.
Students will sing a Spanish song
to the German class.
Examples: use the target language to teach basic
vocabulary to friends and family, make simple
presentations to family or friends using the target
language
10.8.2
Recognize and show the influences of the target
language and/or cultures on the community.
Example: Architecture, special events, stores and
ships, careers using the target language, etc.
Students will make signs for the
different teams in Spanish.
Students will invite the public to
experience Mexican cuisine.
Writing and cooking
10.8.3
Show evidence of becoming a life-long learner by Students will watch Sueño and
using the target language and cultural knowledge write a commentary about the
for personal enrichment.
film. Students will write to
students in Chile.
Examples: Watch movies in the target language,
listen to songs in the target language, join a club,
establish e-pal or pen pal connections with native
speakers, and travel abroad.
Writing
10.8.4
Research and present about a local and/or global
need that is identified as authentic by the cultures
of the target language.
Posters
Students will research recycling
and will make posters for the
community.
SPANISH - Grade 11
(Comparable to Level III)
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)
SKILLS
SUGGESTED ACTIVITIES
11.1.1
Initiate, sustain, and close conversations in
SE: 53,55,67,69
limited yet varied situations.
TE: 50,54,64,68
ASSESSMENT
Worksheet, speaking, and writing
Oral Quiz
11.1.2
Exchange detailed information and opinions
orally.
Have students think of an activity
they would like to do over the
Invitation
weekend and tell them to invite
someone to go with them. Their
classmates will respond by
accepting or rejecting the
invitation. Once someone has
accepted an invitation, that person
must reject further invitations by
explaining that he or she already
has plans. Continue until everyone
has a partner for a weekend
activity.
SE: 53,63,67,89
Speaking and writing
TE: 53,62,67,88
Have students work in pairs to
prepare a conversation about a
problem between friends. The
friends will be invented characters.
Pairs will take turns presenting
their conversations. The class will
then talk about what happened and
tell what kind of person they think
each of the characters is.
11.1.3
Exchange detailed information and opinions in
written form.
SE: 83
TE: 59,65,67,83
Have the class plan a field trip.
Divide the class into small groups,
and have each group come up with
three suggestions. Ask each group
to write their suggestions on the
board using a nosotros command.
Then allow the class to discuss the
suggestions and decide together on
the top three choices.
11.1.4
Make requests and ask different types of
questions in a variety of social situations.
SE: 59,61
TE: 54
Writing
Essay
Tell students to imagine that they
are a famous person. Have each
student write the name of the
celebrity on a piece of paper.
Collect the papers and write all of
the names on the board. Have
students then imagine what that
person used to do before becoming
famous and ask them to prepare
four sentences using the imperfect.
Students will take turns presenting
their sentences to the class, while
the rest of the class tries to guess
who they are.
11.1.5
Recognize and use situation-appropriate nonverbal communication.
SE: 89
TE: 55,75,76
Writing, listening, and speaking
Vocabulary quiz
Have students work in pairs to talk
about their ideal boyfriend of
girlfriend. Once both students have
had a chance to describe their ideal
boyfriend or girlfriend, students
can summarize their partner’s
responses for the class.
11.1.6
Use speaking and listening strategies to facilitate
communication.
SE: 71,73,75
TE: 56
Examples: Identifying key words, synonyms and
antonyms
Have pairs of students come up
with problems that elicit double
object pronouns with verbs such as
dar, regular, mandar, decir, and
contra. Each pair trades their
problems with another pair and
prepares a response. Have pairs
present their exchanges to the
class. Allow other students to add
their own comments or advice for
each problem.
Grammar test
Writing and speaking
Standard 2---COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
SKILLS
SUGGESTED ACTIVITIES
11.2.1
Respond to everyday requests, commands, and
SE: 55,61
directions.
TE: 47C,51,65
Have students plan sports-themed
vacations to Spanish-speaking
countries. They should contact a
travel agency that employs
Spanish Speaking agents and do
online research about appropriate
places for skiing, diving,
climbing, hiking, or any other
sport they might be interested in.
Have them suggest activities to at
each destination. Then ask
students to use the information to
create a bilingual Web site
promoting a vacation for travelers
who want to take part in sporting
events around the world.
11.2.2
Demonstrate comprehension of both authentic
SE:63,77,79,82
and non-authentic written and spoken language TE: 62,76,78,80,91,93,95
through developmentally appropriate tasks.
Have students prepare an
interview similar to the one Clara
Example: Provide a summary of the material in and Octavio had to conduct. They
the target language
interview other student pairs to
find out about the latest sports and
pastimes and where they are held.
Each pair prepares a short
presentation to share their
interview results.
ASSESSMENT
Oral quiz
Speaking and writing
Interview presentation
11.2.3
Make educated guesses about meaning in
unfamiliar written contexts, using cognates and
familiar vocabulary.
SE: 76,80
TE: 76,80
Reading
Open question response quiz
Ask students to talk about what
they do when they go out at night.
What time do they usually go out?
Where do they go? What do they
eat? What kind of music do they
listen to? Tell them that they are
going to read about nightlife in
Spain. Have them think about the
similarities and differences
between the nightlife for young
people in the U.S and Spain.
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)
SKILLS
SUGGESTED ACTIVITIES
11.3.1
Recite rhymes, proverbs, and poetry or sing
Students will learn everyday
songs of the target language and cultures.
expressions. Students will write
a skit and will have to include at
least 5 of the expression into the
skit. Students will learn the
song, “La Bamba”.
ASSESSMENT
Participation
Skit
11.3.2
Present prepared material and student-created
material on a variety of topics.
SE: 89
TE: 47C,52,83
Reading and listening
Organizer
11.3.3
11.3.4
Examples: Reports, student-written plays, mock After students have read the
travel journal, etc.
selection, have them share their
notes with the class. Did
everyone choose the same main
idea and important details? Have
students use their organizers to
summarize the story for the
class. Then have students
explain the significance of the
bear rug at the end of the story.
Read passages aloud to demonstrate improving SE: 69
Vocabulary quiz
intonation and pronunciation.
Have each student write a
sentence using an index card
using vocabulary words from pp.
64-65 that describes a friend.
Ask them to underline the
vocabulary word on the card.
Compose simple cohesive written information
SE: 83
Writing story
using appropriate formats with greater detail
TE: 47C,82,83
and independence.
Have students analyze the
symbolism of the bear in the
story. Encourage them to think
about the reaction of the children
when they see the bear, and what
the narrator does with the bear.
Have them write a short
paragraph focusing on the role of
the bear in the story.
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
11.4.1
Investigate and report on cultural practices of the SE: 79,89
Project
target cultures.
TE: 62,78,88,91,93,95
Examples: Traditions, celebrations and holidays
unique to the target cultures
Caribbean artist have used many
different artistic styles from
Europe and around the world
throughout history. Their work
also reflects elements from their
local culture. Have students
investigate artistic styles used by
artists in the United States such as
pop art, abstract, expressionist,
and so on, from 1940-2000. Have
them compare the works of U.S
artists with El gallo, Rumbling of
the Earth, and Cuatro Vientos.
Have them point out similarities
and differences they see. What do
they see in these paintings that
clearly reflect the culture of the
artists?
11.4.2
11.4.3
Describe products, perspectives, and symbols of
the target cultures.
Describe factors that influence practices,
products, and perspectives.
Examples: Geography, technology, social issues,
etc.
11.4.4
Recognize the interrelations among the practices,
products, and perspectives of the cultures
studied.
11.33 SE: 41
TE: 34
Have students work in pairs. Ask
them to use the information from
Geocultura on Castilla-La Mancha
to generate several comparisons
between their region and CastillaLa Mancha. Tell them to discuss
their ideas and then write five
comparative sentences to share
with the class.
Writing
TE:5C,40,41
Have students find advertisements
online for vacation activities in
Spain. What kinds of activities did
they find? What are some of the
catchphrases used? Ask students
to print out the best
advertisements and present them
to the class, explaining why they
like them.
Advertisements
Have groups of students
brainstorm a list of ideas for
careers in tourism. In which jobs
would knowledge of Spanish be
an advantage? Have groups share
their ideas with the class.
11.4.2 SE:21,37,47
TE:3,5,20,36,46
Oral quiz
Test
11.4.5
Discuss significant events unique to the target
cultures.
Have students think of things they
hope will happen in the world.
Ask each student to prepare five
sentences in the subjunctive about
their hopes. Have them take turns
presenting their sentences to the
class.
11.4.3 SE:21,37,47
TE:3,5,20,36,46
Conversation
Writing
11.4.6
Describe contributions from other cultures.
Ask students to think about would
attract tourists to their community.
Have them make a short list of
attractions such as historical sites,
food, or festivals that would be
interesting to a visitor and ask
volunteers to share their lists with
the class. How are the attractions
different in Castilla-La Mancha
and the students' communities?
11.4.4 SE:21,37,47
TE: 3,5,20,36,46
Oral and listening
11.4.7
Investigate elements that shape cultural identity
in the target cultures.
Have students investigate the bullfighting tradition in Spain. They
could include information such as
history, its significance in Spanish
culture, and the controversies of
bullfighting in present-day Spain.
11.4.5 SE:37,47
Presentation
Worksheet
Standard 5---COMMUNICATIONS: Make connections to other content areas
Learners use the target language to expand their knowledge of and make connections among multiple content areas.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
11.5.1
Investigate and report on objects and concepts
Tell students that archaeologist
Quiz
from other content areas.
working on Toledo's Carranque
recently uncovered a 4th -century
Roman basilica, Spain's oldest.
Have students research more
information about Toledo to find
specific examples of its impressive
architecture. You might suggest
that they investigate the Alcazar,
the two synagogues, the Iglesia de
Santo Tome, or the Museo de
Santa Cruz.
11.4.6 SE:37
TE:1,3,5,37
11.5.2
Integrate content area concepts and skills through
relevant activities.
Have students look up information
about popular magazines in Chile,
such as Qué Pasa. Are they similar
to magazines in the United States?
What kinds of topics do they
cover?
11.5.1 SE:37
TE: 5C,5D,46
Conversational
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
11.6.1
Use digital media and culturally authentic
Have students refer to the map of
Test
resources to build vocabulary and improve
Castilla-La Mancha in Geocultura.
receptive and productive skills.
In small groups, have students
give a tour of the region to
Examples: Electronic dictionaries, RSS
tourists. They can use the Internet
fees/Podcasts, streaming audio, streaming video, to find at least one activity for
etc.
each region and point it out on the
map.
11.5.2 SE:T64-t67,5C,45
11.6.2
Use digital media and culturally authentic
resources to study target cultures.
Examples: Video clips, online newspapers, pop
culture materials, etc.
Have all students stand up.
Announce a vocabulary theme,
(school, classes, clothing, housing
items, ect.). Say a sentence with
one word form the theme. For
example, En colegio estudio
matemáticas y español). When
someone says the "chain"
incorrectly, he or she sits down.
This sequence continues until no
one can add any more words to the
sentence. At this time you might
select another theme. The winners
are the last three students to be left
standing.
11.6.1 SE:10,16,20,42,43,46
TE:5E
Vocabulary quiz
Standard 7---COMPARISIONS: 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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
11.7.1
Recognize and use cognates, words shared
Have students take turns
Participation
between English and the target language, and
describing items in the classroom
word families to expand vocabulary and guess
using ser and estar without
meaning.
identifying the item. The rest of
the class must guess what object is
being described.
11.7.2
Recognize and use a variety of language
structures.
Examples: Parts of speech, compound and
complex sentences.
11.7.3
Compare and use idiomatic, colloquial, and
proverbial expressions in the target language.
Have students not the gestures
used by the actors. What gestures
do they use to show emotion? Do
students use the same types of
gestures to show emotion? Have
students note what gestures are
used in the rest of the video to
show the same emotions.
11.7.1 SE:29,43
TE:14,28,42
Have students take turns
describing famous people. Tell
them they should no use names,
only pronouns. The rest of the
class has to guess who they are
describing. The person who
guesses correctly describes the
next person.
11.7.2 SE:14-19,41,47
TE:28-33,42-45
Worksheet
Oral quiz
11.7.4
Compare and use authentic forms of address in
familiar and unfamiliar social situations.
11.7.5
Compare the social patterns of other cultures and
the learner’s own culture.
Examples: Compare school settings, role-play
meeting new people, discuss dating, etc.
Have students write a brief
Writing essay
narrative of a real or imaginary
worst vacation. Tell them to use
the preterite and the imperfect to
talk about what happened, who
was there and what they were like,
what the conditions were like, and
so on. Instruct them to highlight
the verbs in the preterite and
imperfect and to rewrite their
narrative with those verbs replaced
by their infinitive in parentheses.
Have them exchange their
narrative with a partner and to
replace the infinitives in
parentheses with a conjugated verb
in the preterite or imperfect.
11.7.3 SE:13,47
Have students cut out photographs Role play
from magazines that show an
activity they used to like to do
Speaking, research, and writing
when they were small. Have them
attach the photo to a piece of
construction paper or card stock
and write an expression below it,
using a sentence from Exprésate!
Display the photos around the
classroom and have students guess
who used to do each activity. Keep
the cards and re-use them to
review for chapter and semester
exams.
11.7.5 SE:3.21
TE:20
Standard 8---COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple setting
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment
and civic engagement.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
11.8.1
Share experiences from the world language
Ask students to discuss the
Conversational
classroom with others.
activities mentioned by Brando
and Maria in their interviews.
Were their summer activities
similar to what people do in the
U.S?
11.7.6 SE: 3,21
TE:20
11.8.2
Investigate and share with others the influences of Tell students to imagine that they
the target language and cultures on the
work for a travel agency that needs
community.
Spanish speakers. Have them draw
a map of Spain or Argentina and
mark where the most popular
beaches are located. Have them
research possible beach trips from
Madrid or from Buenos Aires.
What route would they take by
car? What cities would they pass
through? What train lines are
available? Ask them to prepare a
short presentation for the class as
if they were selling a vacation
package to clients.
11.8.1 TE:46
11.8.3
Show evidence of becoming a life-long learner by First, have student pairs write and
using the target language and cultural knowledge illustrate a story of unfortunate
for personal enrichment.
events using verbs in the present
tense. State that their grade will be
Examples: Watch movies in the target language,
based on specific grammar points
listen to songs in the target language, join a club, you wish to review. Students
establish e-pal or pen pal connections with native present their illustrated story to the
speakers, investigate a local and/or global need
class. After the class has reviewed
that is identified as authentic by the cultures of
the preterite and imperfect, return
the target language, travel abroad
the stories to student pairs to be
rewritten in the past tense. The
focus at this time is on choosing
the correct form of past tense for
each verb.11.8.3 TE:11,21
Divide the class into small groups.
Have students imagine their ideal
vacation. Ask them to take turns
describing what they did on this
ideal vacation, without saying
where they went. They should be
sure to include details that will
give their classmates clues about
where they went on this imaginary
trip. The rest of the group must
guess the location.
Writing
Project
SPANISH
Grade 12
(comparable to Level IV)
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)
SKILLS
SUGGESTED ACTIVITIES
12.1.1
Initiate, sustain, and close conversations in varied 1. Daily participation. Students
situations.
will engage in a variety of class
discussions. At certain times,
students will be prompted to think
critically and to respond logically
and at other times, students will
decide the topic in which they may
discuss. For example, we read a
story about nature. It specifically
mentioned drought and rain. We
discussed what rain was and what
drought was. Then, the
conversation developed into the
significance of life and death.
Students used an expanded
vocabulary in order to describe the
deeper symbolism in the story.
Students may come into class and
want to discuss a topic which is
occurring in our school such as a
guest speaker, a championship, a
dance, something from the media
related to current events, etc.
ASSESSMENT
Oral quiz
Speaking
12.1.2
Exchange detailed information and opinions
orally on a variety of topics.
Speaking: In groups of 3, students Debate
will create dialogues. Students will
exchange opinions about 4
different questions. As a class, we
will discuss whether or not they
believe in love at first sight and I
will keep track of their responses
on the board. They will receive
credit for participation but they
will receive extra points for giving
a logical, grammatically correct
answer. Students debate over
immigration laws. They will
choose a slip of paper from a
basket that tells them whether they
are debating pro/or contra
immigration.
12.1.3
Exchange detailed information and opinions in
written form on a variety of topics.
Writing: journal entries, interview
a parent or grandparent about the
city that they grew up in and write
an essay describing the city, short
answers
Interview
Essay
12.1.4
12.1.5
Make requests and ask different types of
questions in a variety of social situations.
Recognize and use situation-appropriate nonverbal communication.
Reading: short biographies over
Gael García, Frida Kahlo, Elena
Poniatowska, and Diego Rivera, a
segment of the story, Aqueronte,
by José Emilio Pacheco, and
Juchitán: la ciudad de la mujeres.
Speaking: discussing where they
prefer to live, giving directions,
describing people and places,
discussing the difference between
Frida Kahlo’s art and Diego
Rivera’s, classroom discussion
about the cost of living and
difference between Mexico and
the United States.
Speaking
Conversation
Speaking: As a class, we will
Group role-play
discuss athletes and the media. I
will write 4 statements on the
board and students will be required
to give their opinions about the
statements. Each student will be
given a different picture that they
will have to describe to the class.
The other students may add to
their descriptions once they have
finished describing their picture.
In pairs, students will take turns
discussing whether the statements
are their paper are important or
not,
12.1.6
Use speaking and listening strategies to facilitate
communication.
Examples: Circumlocution, synonyms and
antonyms
Listening: Students will watch a
short segment of the film, Raiz, by
Gaizka Urresti.
Listening
Brainstorming
Students will listen to a
documentary of Los mayas:
Antiguos habitantes de la Selva.
Vocabulary: generations, family,
daily living, and personalities
Standard 2---COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
12.2.1
Respond accurately to everyday requests,
Speaking: Students will practice
Oral communication
commands, and directions.
reading aloud in the target
language. Students will practice
Vocabulary quiz
speaking by describing their photo
to 5 different classmates. Each
student will have a different photo
correlating to nature and the
environment. Students will
receive situations about their
future. These will be prompts for
their conversation.
12.2.2
Demonstrate comprehension of both authentic
and non-authentic written and spoken language
through developmentally appropriate tasks.
Example: answer complex comprehension
questions in the target language
Listening: Students will listen to
a narrative about the Incas.
Students will also listen to a
segment of “El día menos
pensado” by the director, Rodrigo
Ordónez.
Open response answers
Reading: Students will read the
poem, “Masa”, by Cesar Valleo.
Students will read about Isabel
Allende, Inti Illimani, Violeta
Farra, and Roberto Malta. We will
read articles from the Ft. Wayne
Newspaper.
12.2.3
Make educated guesses about meaning in
unfamiliar written and spoken contexts, using
cognates and familiar vocabulary.
Writing: Students will create
posters using the passive voice.
Students will journal about
farming, business, poverty, and
wealth. Students will fill out a job
application in Spanish.
Reading: Students will read a
segment of the story, “La
Mirada”, by Juan Madrid.
Students will read about
agriculture and the Indians.
Project
Mini-prueba
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)
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
12.3.1
Recite rhymes, proverbs, and poetry or sing
Reading: Students will read and Listening
songs of the target language and cultures.
recite a segment of the story, “La
intrusa del escritor argentino”,
by Pedro Orgambide. Students
will read short segments about
space and technology.
Students will sing a song by
Juanes.
12.3.2
Produce and present creative material on a
variety of topics.
Examples: Reports, plays, PowerPoint
presentations, etc.
Writing: Students will plan a
Skit
fiesta and make invitations.
Students will write short answers Project
in their journals about topics
such as: their 50th Birthday,
extreme sports, plays, and
winning the lottery.
Project: Students will write a
short skit about immigration and
present it to the 3rd year Spanish
class.
12.3.3
12.3.4
Read passages aloud to demonstrate improving
intonation and pronunciation.
Compose detailed written information with
more varied vocabulary and structures.
Reading: selected readings
about Central America, the
Mayans, and biographies over
Gioconda Belli, Armando
Morales, Mauricio Puente, and a
segment of the story, Eclipse, by
Augusto Monterroso. Students
will read aloud.
Reading
Writing: Students will create
posters using the passive voice.
Students will journal about
farming, business, poverty, and
wealth. Students will fill out a
job application in Spanish.
Poster
Practice in tape recorders at home
Journal entries
Job application
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
12.4.1
Analyze and reflect on cultural practices of the
Reading: Students will read a
Reading and writing
target cultures.
segment of “Un sándwich de
arroz” by Sandra Cisheros.
Poster
Students will read short segments
about immigration from magazine Open response questions and
articles and from the textbook.
answers
Students will prepare a poster
promoting world peace.
12.4.2
Discuss products, perspectives, and symbols of
the target cultures through guided participation.
Vocabulary: Pastime Celebrations Vocabulary quiz
and Entertainment.
12.4.3
Explain factors that influence practices, products,
and perspectives.
Writing: Students will write a
letter to a foreign exchange
student asking them about their
experience. Students will journal
about diversity, why or why not
they would like to live in a
different country, and what they
would like to protest against.
Writing
Speaking: Students will discuss
their favorite sport and players.
Students will discuss and compare
5 different famous Hispanic
people and their country. Students
will answer conversational
questions.
Research and presentation
www.peopleenespañol.com
12.4.4
Explain the interrelations among the practices,
products, and perspectives of the cultures
studied.
Letter
Journal entry
12.4.5
12.4.6
Explain significant events unique to the target
cultures.
Explain contributions from other cultures.
Reading: Students will read a
short segment of the story, “El
Beso de Los Dagones”, by
Wilfredo Machado. Students will
read about famous soccer players.
Students will read about different
festivals.
Reading
Listening: Students will watch a
short film about the ruins of
Manchu Pichu. Students will
watch a short segment of the film,
“Happy Cool” by Gabriel Dodero.
Speaking, reading, and listening
Stating opinions
Oral quiz
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
12.5.1
Make connections with other content areas
Listening: native narratives CD,
Listening
through resources intended for native speakers. Internet sites, video, Encrucijada,
from Imagina Film Collection,
Worksheet
raggaetón music, and a film
segment of salsa dancing.
12.5.2
Design and share activities and materials that
integrate the target language and cultures with
concepts and skills from other content areas.
Reading: a selection of readings
about the Caribbean influence,
artists, musicians, a segment of
Idilio from Mario Bendetti.
Speaking: As a class, we will
discuss athletes and the media. I
will write 4 statements on the
board and students will be required
to give their opinions about the
statements. Each student will be
given a different picture that they
will have to describe to the class.
The other students may add to
their descriptions once they have
finished describing their picture.
In pairs, students will take turns
discussing whether the statements
are their paper are important or not
Speaking, reading, and writing
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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
12.6.1
Use digital media and culturally authentic Websites: www.imagina.vhlcentral.com
Internet
resources to build vocabulary and improve
www.rtve.es/ree/
receptive and productive skills.
www.trinity.edu/mstroud/grammar/index.html
Examples: Electronic dictionaries, RSS
fees/Podcasts, streaming audio, streaming www.orbilat.com/Languages/Spanish/Gramm
video, etc.
ar/index.html
www.indiana.edu/~call/lengua.html
www.colby.edu/~bknelson/exercises/
12.6.2
Use digital media and culturally authentic
resources to study target cultures.
Examples: News broadcasts, online
newspapers, pop culture materials, etc.
Websites: www.imagina.vhlcentral.com
www.rtve.es/ree/
Internet
en.ukipedia.org/wiki/list_of_media_in_Fort_
Wayne_Indiana
www.fortwayne.com/mld/newssentinel/
12.6.3
Identify and evaluate resources intended
for native speakers.
Writing: journals, writing responses to an
advice column, answering questions and their
opinions over immigration, and writing a
poem or love letter to Pablo Neruda’s
response to Poema 20
Writing letters
Reading, writing, and
speaking
Standard 7---COMPARISIONS: 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.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
12.7.1
Use elements of word formation to expand Speaking: In pairs, they will choose a
Situations
vocabulary and derive meaning.
situation written in Spanish and they will
discuss the situation and present it to the
Conversation
Examples: Prefixes, suffixes, roots
class. They will discuss conflicts, solutions,
advantages, and disadvantages. They will
answer short answer questions about readings.
Each student will bring in a favorite family
picture and discuss the picture with a partner.
12.7.2
Recognize and use a variety of language
Writing: Students will journal about their
Speaking, reading, and
structures.
future and about the future of our
writing
environment. In groups, students will write
Example: Mood
their own short stories using personification.
Students will write short answers about topics
relating to the environment. In groups,
students will create 2 plots for a science
fiction film.
12.7.3
Compare and use idiomatic, colloquial,
and proverbial expressions in the target
language.
Reading: Students will read the short story,
Cloze procedure
“La Tortuga”, by Quiroga. They will also read
the poem “La Luna”, by Jaime Sabinas.
Additionally, they will also be required to
read short informational segments about the
environment.
12.7.4
12.7.5
12.7.6
Compare systems of other cultures and the
learner’s own culture.
Writing : Students will choose a president
from a Spanish speaking country and they
will research and write an autobiography that
Examples: Educational, political, religious is 3 pages long. Students will write e-mails to
practices, etc.
their friends from school about an imaginary
vacation. Students will answer short answer
questions. Students will write in their journals
about women’s rights, marriage laws, who
should serve in the military, and how we
should elect and choose a president.
Compare systems of other cultures and the Writing : Students will choose a president
learner’s own culture.
from a Spanish speaking country and they
will research and write an autobiography that
Examples: Educational, political, religious is 3 pages long. Students will write e-mails to
practices, etc.
their friends from school about an imaginary
vacation. Students will answer short answer
questions. Students will write in their journals
about women’s rights, marriage laws, who
should serve in the military, and how we
should elect and choose a president.
Compare and contrast elements that shape Speaking: Students will debate about the
cultural identity in the learner’s heritage
usage of guns. Students will discuss the
and in the target cultures.
positive and negative effects of globalization.
In groups, students will explain what
happened according to the pictures. Students
will write short answer responses according to
questions written on the board.
Listening: Students will listen to a segment
or, “El hombre que votaba un poqueto”, by
Sergio Catá. Students will listen to a guest
speaker from Chile discuss his culture and
country. Students will be required to ask
questions as well as write a thank you letter.
Autobiography
Debate
Reading, writing, listening,
and speaking
Standard 8---COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple setting
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment
and civic engagement.
SKILLS
SUGGESTED ACTIVITIES
ASSESSMENT
12.8.1
Share experiences from the world
Writing: Students will journal about traveling Essay
language classroom with others.
to Space, genes, and technology. Students will
write an essay about a famous scientist or
Broadcast
inventor. Students will answer short answers
that pertain to the reading about a Martian
Reading, writing, and
Invasion. Students will be expected to write
speaking
and announce their own news broadcasts on
Jay Today.
12.8.2
Investigate and share with others the
Field trip: We will visit our local Mexican
Speaking
influences of the target language and
restaurant, El Camino, for conversation and
cultures on the community.
good cuisine.
12.8.3
Show evidence of becoming a life-long
learner by using the target language and
cultural knowledge for personal
enrichment.
Examples: Watch movies in the target
language, listen to songs in the target
language, join a club, establish e-pal or
pen pal connections with native speakers,
and investigate a local and/or global need
that is identified as authentic by the
cultures of the target language, travel
abroad.
Listening: Students will listen to, “El ojo en la
nuca”, by Rodrigo Pía. Students will listen to
the documentary, Mysty-K: El poder feminino
del hip hop. Students will watch the film,
“Motor Cycle Diaries”.
Reading, listening, and
writing