Spanish 1 (2024)
| Pacing | Unit Title | Standards | Focus Questions | Content | Vocabulary | Skills | Resources | Assessment | |||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Week 1 - 10 |
Mi Identidad |
|
What makes me unique compared to others who have similar traits ? |
Me llamo, te llamas, se llama
Yo soy, tú eres, él/ella es
Adjective noun agreement and placement.
Me gusta
Mi, mis
|
Greetings and farewells
Introductions
Descriptive adjectives Free time activities Family members
|
Students will learn greetings, farewells, and how to introduce themselves. They will also learn how to describe themselves and others as well as their families. Lastly, they will learn how to express likes and dislikes.
|
Spanish-speaking countries map. Google slides lessons Vocabulary lists Several family trees Other Resources: https://acceso.ku.edu/unidad2/voces https://www.youtube.com/watch?v=vPltDg3Jwc0 Cenicienta (Cinderella) story (Adapted). Article: Naim Darrechi (Scholastic Mayo-Junio 2021) |
Task 1: Introduce and describe yourself by using the information included in the “¿Quién soy yo?” digital poster.
Task 2: Interview five classmates asking the question “¿Qué te gusta?” (What do you like?) and record their answer in the third person.
Task 3: Create a Venn diagram and categorize activities that can be performed outdoors, indoors or both.
|
|||||||||||||||||||||
|
Week 11-20 |
Mi Barrio (My Neighborhood) |
|
|
I have, you have, he/she/it has.
I live, you live
There is/are
Location Prepositions
Question Words
To have
“Me gusta”
To be (Está)
Definite & Indefinite Articles
Telling Time
Weather Expressions
|
Rooms/Areas, buildings and furniture.
School related vocabulary (classroom utensils, school subjects, rooms and staff).
|
-Students will learn various building types, rooms of the house, ways to describe each (including furniture) and different common activities one can do in each room. Also students will compare ways of living in Spanish-speaking countries to their own. - Students will learn about school life including school subjects, components of a school including physical space and staff. Also students will compare schools and education in Spanish-speaking countries to their own.
|
Google slides lessons Vocabulary lists Building Blueprints
14 Tipos de Casas (https://docs.google.com/document/d/1FtDfjW9qy3JlTdSnMFcrvuPdecrYjefAlBeEGSMxrEs/edit#heading=h.fr1qhrd0lpa1) - Adapted from”Hagamos un recorrido por los diferentes tipos de casas que encontrarás alrededor del mundo.” (You may find the full text for this article at https://mymodernmet.com/es/tipos-casas/)
Las 10 mejores minicasas (https://www.google.com/url?q=https://www.elledecor.com/es/arquitectura/g20131630/minicasas-de-diseno/&sa=D&source=docs&ust=1703180526614162&usg=AOvVaw1t6H19AirIXLFElNXn_FWG&safe=active&surl=1&tbs=li:1) 7 Mega Mansiones (https://megaricos.com/2017/02/15/las-7-mansiones-mas-caras-del-mundo-del-2016/)
Beliani.es (Online Furniture Store)
Ted Talk - See How the World Lives Organized by Income
Dollar Street Website (https://www.gapminder.org/dollar-street?lng=es-ES) Las Mejores Escuelas Internacionales del Mundo A Day in a Costa Rican School (https://www.youtube.com/watch?v=4IR741maDPw) School Utensils Store Catalog (https://docs.google.com/document/d/15Egk1q2T99Ttw1Q9NrMa2hPD_qaNq0W_QWXtEMC7YDc/edit)
|
Task 1: You will create a blueprint of a chosen home in a Spanish-speaking country from the information modeled in the authentic resource. Task 2: You will react to a series of photographs that depict different homes. Then you will express your preference with simple reasons.
Task 3: Using information gathered from the authentic resources, you will design your ideal home that will include 8 rooms/areas labeled in Spanish with 3 pieces of furniture labeled in each and will present three rooms/areas to the class in the target language. Task 4: By creating a quiz including the vocabulary from “La Escuela” unit. Task 5: By interviewing several classmates to obtain information about their class schedules.
|
|||||||||||||||||||||
|
Week 21 - 30 |
¡A Comer y de Compras! (Unit 3) - (Let's Go Eating & Shopping) |
|
|
I have, you have, he/she/it has.
Present Tense (-AR, -ER & -IR Verbs)
|
Food items and ingredients.
Clothing items.
Shopping related vocabulary and expressions.
|
Students will exchange information in the community whether purchasing something in a store or ordering food in a restaurant. Students will recognize and describe specialty foods from various Spanish-speaking countries. Students will be able to ask for food in a restaurant. They will also exchange information on where to buy certain items, including clothing, in their community.
|
Google slides lessons Vocabulary lists Building Blueprints
Video: Mealtaking https://www.youtube.com/watch?v=xQySL95OIzM&t=2s
Article: Why do People Eat so Late in Spain? https://www.insider.com/why-is-dinner-so-late-in-spain-2017-7
Video: The Reason Why Spaniards Eat Late Is Not What You'd Expecthttps://www.travelandleisure.com/food-drink/why-spanish-eat-late
Elcorteingles.es
xe.com
tiktok.com
|
Task 1: You will create a full day menu including three meals for a friend from a Spanish-speaking country. Task 2: You will identify the outfit a popular Spanish TikToker is wearing Task 3: By interviewing several classmates to obtain information about what they are planning on having for each meal of the day. Task 4: You will act out a dialogue between a server and a customer where a drink, meal and dessert need to be ordered. Task 5: You will act out a dialogue between a salesperson and a customer where you will need to purchase an outfit.
|
|||||||||||||||||||||
|
Week 31-40 |
Mi Comunidad (Unit 4) (My Community)
|
|
|
I have, you have, he/she has
I go, you go, he/she goes “I (don’t) like, prefer” “It is located, turn” Interrogative pronouns
|
Places in a community (Before identifying the vocabulary, we always look for cognates.) Ex. El supermercado, el banco
Errands Ex. Comprar (to buy)
Characteristics Ex. Grande (big)
Directions Ex. A la derecha (to the right)
|
We combine many cultures into our communities including Latino cultures. Students will exchange information by purchasing something in a store or ordering food in a restaurant. In the beginning, students will identify different cultures that influence their communities in which they live. Students will identify places in the community and errands associated with those places. They will describe where places are located in the community and activities.
|
Google slides lessons Vocabulary lists Building Blueprints
Video tour of Barcelona Neighborhood https://www.youtube.com/watch?v=45RgBUDDl5c&t=184s To introduce the community unit and share how the Latino culture has influenced your community: Piragua song by Lin Manuel. This song can inspire students to write a song about an element of culture from the community.
To introduce the community unit and look at artwork by Latino artists that depict community: https://images.app.goo.gl/hJnYHNCdciDhVGdR8 Merengue en el Pueblo Jose Morillo https://traveladdicts.net/day-in-san-francisco-mission-district/ How to Spend A Day in San Francisco’s Mission District To reinforce directions content vocabulary: https://www.laits.utexas.edu/spe/int08.html podcasts
Familydocto.org https://es.familydoctor.org/condicion/resfriados-y-gripe-es/ Health Tips for the Summer https://anefp.org/es/blog/habitos-saludables-seguir-en-verano
For the last two years, Dr. Luis Hernández has visited low-income communities in Campeche, Mexico on his bicycle, providing them with free medicine and consultations.
|
Task 1: Interpret authentic resources about murals and artwork of communities in Spanish speaking countries. As you do, fill out a graphic organizer identifying places in the community, errands, professions and locations. Task 2: With a partner, exchange information and discuss elements that are present in the artwork that shows various communities. Then compare the elements to your community. Are the same cultures represented? The same businesses and religious places of worship? What can we learn about the various communities? Task 3: Using information gathered from authentic resources and documented in the graphic organizers, create a sketch of your community and include any fun facts. Include who in the community should be in the mural, places in the community that we should visit and what activities can be done there. Is there a theme to the mural? (Perhaps various cultures in the community co-existing?) Why would it be important to create the mural? |
