Spanish I ap curriculum Guide World Languages and Cultures



Download 397.79 Kb.
Page13/39
Date19.12.2018
Size397.79 Kb.
1   ...   9   10   11   12   13   14   15   16   ...   39



Quarter 3

Unit 5A: Experiencias, Errands & Places in the City

AP THEME: Family and Communities, Contemporary Life, Personal and Public Identities

AP SUBTHEME: Customs and Ceremonies, Travel, Beliefs, and Values

Recommended pacing: 2 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

S 1.2 Students understand and interpret written and spoken language on a variety of topics.

S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

S 4.1 Students use Spanish both within and beyond the school setting




COMMUNICATION
-Interpersonal -Interpretive -Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)



INTERPERSONAL MODE:

Maintain a discussion related to: Experiencias en la ciudad

Talk about:

Errands you did and where you did them

Community stores and services

Explain: Why you weren’t able to do certain errands or household chores

Discuss: Things you have bought and where you bought them
INTERPRETIVE MODE:

• Demonstrates comprehension of content from reading, watching and listening material relating to: errands in the community and household chores


PRESENTATIONAL MODE:

• Produce an oral or written report on:

A letter telling someone what chores they should do

Interesting places in the city and what to do there



Shopping in open-air markets




COMPARISONS:

• Compare and contrast: the

different places in your community and those of Spanish speaking countries, such as plazas

Talk about running errands in the community

where you went

what you bought

Explain why you couldn’t do a certain errand or chore

Vocabulary:

places around town

errands and chores

Grammar:

Direct object pronouns



Irregular preterite forms of ir, ser, hacer, tener, estar, poder



Quarter 3

Unit 5A
USEFUL VOCABULARY



Places in the community

About Mail

Items in a Sporting-Goods Store

Pharmacy Products

About Errands

Other Useful Words

el banco

echar una carta

el equipo deportivo

el cepillo de dientes

cerrar (e-ie)

¡cómo no!

el cajero automático

el buzón/ los buzones

el palo de golf

el champú

cobrar un cheque

caramba

el centro

el correo

la pelota

el jabón

cortar el césped

casi

el parque

el paquete

la raqueta de tenis

la pasta dental

hacer la cama

ir

el centro comercial

el sello

los patines




cuidar a

en seguida

el cine

enviar (i-í)







dar de comer al perro / al gato

estar

el consultorio

la carta







devolver (o-ue) (un libro)

hacer

el hospital

la tarjeta postal







el médico / la médica

hasta

el museo










el/la dentista

hasta pronto

el restaurante










ir a pie

las diligencias/los deberes

el supermercado










la gasolina

los quehaceres

la biblioteca










lavar los platos/la ropa/el coche

poder

la escuela










limpiar el baño

por

la estación de servicios/

las estaciones de servicios












llenar (el tanque)

pronto

la farmacia










pasar la aspiradora

quedarse

la gasolinera










poner la mesa

se me olvidó

la iglesia










quitar el polvo

ser

la librería










sacar (un libro)

tener

la piscina










se abre

todavía

la playa










se cierra

varios(as)

la plaza
















la tintorería




















RECYCLED/ONGOING TOPICS/STRUCTURES

General review of household chores, and telling time.

New grammar structure: Direct object pronouns, and Irregular preterite forms of ir, ser, hacer, tener, estar, poder



RESOURCES/ ACTIVITIES


Realidades II (Chapter 3A), Realidades I (Chapter 6B), Selecciones, Spanish television (audio and visual), newspaper advertisements,

authentic pictures of places around the community





ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Listen and understand as people tell where they went, what they did, and give excuses


Transform the classroom into a community with locations to go and do the errands. Have students be clerks/doctors and others be the client.


Create a booklet describing the rooms in your house and what chores are done there

Create a booklet describing the places around your town and what errands you do there




Quarter 3

Unit 5B: Experiencias, Traveling, Vacations, Modes of Transportation, and Nationalities

AP THEME: Personal and Public Identities, Contemporary Life

AP SUBTHEME: Nationalism and Patriotism, Travel

Recommended pacing: 2 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

S 1.2 Students understand and interpret written and spoken language on a variety of topics.

S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

S 4.1 Students use Spanish both within and beyond the school setting




COMMUNICATION
-Interpersonal -Interpretive -Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)



INTERPERSONAL MODE:

Maintain a discussion related to: Experiencias durante un viaje de vacaciones

Talk about:

acitivities done on vacation

local attractions visited

modes of transportation used

how the trip was

the local people



INTERPRETIVE MODE:

• Demonstrates comprehension of content from reading, watching and listening material relating to: what someone did and where he went during his vacation


PRESENTATIONAL MODE:

• Produce an oral or written report on:

your best trip or vacation





COMPARISONS:

Talk about services available

to Spanish-speakers at local

tourist attractions


Talk about

travel

vacations



past events

Vocabulary:

vacation places

activities

modes of transportation

nationalities

Grammar:

Personal ‘a’



Regular and irregular preterite for the verbs aprender, salir, ver, and ir




Quarter 3

Unit 5B
USEFUL VOCABULARY



Places to go on Vacation

Things to see on Vacation

Things to do on Vacation

Ways to Travel

About Your Vacation

Other Useful Words

el estadio

el animal

(comprar) recuerdos

a pie

¿Cómo lo pasaste?

a tiempo

el lago

el árbol

aprender (a)

el aeropuerto

¿Qué hiciste?

durante

el lugar

el elefante

bucear

el autobús

¿Qué te pasó?

el lugar

el mar

el león

descansar

el avión

¿Te gustó?

empacar

el monumento

el mono

descansar

el barco

¿Viste…?

la exposición

el museo

el oso

montar a caballo

el billete / el boleto

como

la reservación

el país

el pájaro

pasear en bote

el camión

dime

pasarla bien / mal

el parque de diversiones

el tigre

tomar el sol

el carro/el coche

me divertí

tarde

el parque nacional

la atracción/

las atracciones



tomar fotos

el helicóptero

el hotel

temprano

el río

la jirafa

visitar

el metro

el viaje

luego

el teatro

la serpiente/la culebra




el taxi

fantástico (a)

entonces

el zoológico

la tortuga




el tren

fue un desastre

antes / despues

la ciudad







en taxi

impresionante




la obra de teatro







la bicicleta

ir de vacaciones




las pirámides







la motocicleta

me gustó













por mar

regresar













por tierra

salir













por/en

tremendo (a)
















vi
















viajar
















visitar


























RECYCLED/ONGOING TOPICS/STRUCTURES

Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser

New grammar: The personal ‘a’, the irregular preterite of the verb ver



RESOURCES/ ACTIVITIES


Realidades I (Chapter 8A), Realidades II (Chapter Para Empezar), Realidades II (Chapter 3A), Spanish television programs/movie on different vacation destinations, authentic brochures and pamphlets from tourist spots, travel magazines

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Listen and understand as people tell where they went, and what they did during their vacation

Read and analyze train/bus/plane/cruise itineraries

Write a letter about a vacation you took

Write a letter about your dream vacation

Create a scrapbook/collage about a trip


Create a travel plan, including what you need to get ready and an itinerary, and talk about how your travel actually went.

Create a commercial for a vacation destination




Quarter 3

Unit 6: Tú y Tu Comunidad

AP THEME: Families and Communities, Global Challenges

AP SUBTHEME: Citizenship, Environmental Issues

Recommended pacing: 2 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

S 1.2 Students understand and interpret written and spoken language on a variety of topics.

S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

S 4.1 Students use Spanish both within and beyond the school setting




COMMUNICATION
-Interpersonal -Interpretive -Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)



INTERPERSONAL MODE:

Maintain a discussion related to: Giving directions to get around town

Talk about:

getting to places around town

good driving habits

modes of transportation

Give commands to other people
INTERPRETIVE MODE:

• Demonstrates comprehension of content from reading, watching and listening material relating to: driving directions and advice


PRESENTATIONAL MODE:

• Produce an oral or written report on:

how to get from a starting point to a point of interest





Talk about

getting around

giving directions

points of interest

good driving habits

Vocabulary:

asking for and giving directions

driving advice

about driving

Grammar:

Direct object pronouns me, te, nos

Regular and Irregular affirmative commands

Present Progressive – irregular forms





Quarter 3

Unit 6
USEFUL VOCABULARY



About Driving

To give and Receive Driving Advice

To ask for and give Directions

Other Useful Words

el camión/los camiones

¡Basta!

¿Cómo se va…?

creer

el carro

ancho (a)

a la derecha

decir

el coche

de acuerdo

a la izquierda

dormir

el conductor /

la conductora



déjame en paz

aproximadamente

este (punto cardinal)

el cruce de calles

dejar

bajar

las escaleras (mecánicas)

el peatón

despacio

complicado (a)

leer

el permiso de manejar

esperar

cruzar /

cruzar la calle



norte

el Puente

estar seguro (a)

derecho

oeste

el semáforo

estrecho (a)

desde

pedir

el tráfico

exceso de velocidad

doblar

próximo (a)

el/la policía

me estás poniendo nervioso (a)

el metro

repetir

la avenida

peligroso (a)

en medio de

seguir

la carretera

quitar

girar

servir

la cuadra

tener cuidado

hasta

sur

la esquina

ya

manejar

traer

la estatua




parar

vestir

la fuente




pasar




la parada de (autobús, taxi, etc.)




por




la plaza




quedar




la señal de pare/ alto




seguir (e-i)




los pasillos




subir




poner una multa




tener prisa










tomar




















RECYCLED/ONGOING TOPICS/STRUCTURES

Continued use of the present and preterite tenses, and local modes of transportation

New grammar: Direct object pronouns me, te, nos; regular and irregular affirmative commands; present progressive – irregular forms



RESOURCES/ ACTIVITIES


RealidadesII (Chapter 3B), Realidades I (Chapter 8A), Selecciones, Spanish television (audio and visual), newspaper articles, authentic

maps and road signs, workbook part 1 and 2.



ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Read and listen to advice for establishing good driving habits

Read and listen to driving directions

Create a city map with labels

Create road signs

Write about things that might happen as you drive that would make you nervous


Create a city map with points of interests and labels, then have the class follow your directions to the different points of interest.





Quarter 4

Unit 7A: Celebrando el Pasado, Childhood Activities

AP THEME: Families and Communities

AP SUBTHEME: Childhood and Adolescence, Friendship and Love

Recommended pacing: 2 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

S1.2 Students understand and interpret written and spoken language on a variety of topics.

S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

S 4.1 Students use Spanish both within and beyond the school setting




COMMUNICATION
-Interpersonal -Interpretive -Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)



INTERPERSONAL MODE:

Maintain a discussion related to: childhood toys, pets and activities, and to or for whom something is done

Talk about:

Activities that you used to do as a child

Pets, toys and games

Describe what you were like as a child


INTERPRETIVE MODE:

• Demonstrates comprehension of content from reading, watching and listening material relating to: childhood, pets, toys, and games


PRESENTATIONAL MODE:

• Produce an oral or written report on:

What you were like as a child and what you used to do



Compare and contrast nursery

rhymes and songs in Spanish-speaking

countries to those in the US


Talk about

toys

playing with other children



what you used to do

what you were like

Vocabulary:

Toys


Animals

Childhood activities and places

Behaviors and characteristics

Grammar:

The imperfect tense of regular verbs: jugar, hacer, vivir

The imperfect tense of irregular verbs ir, ver, and ser





Quarter 4

Unit 7A
USEFUL VOCABULARY



Toys

Animals

Things you used to do

Places

Explaining Actions

Personal Characteristics

Other Useful Words

el columpio

el gato

coleccionar

el jardín de infantes

de niño (a)

bien educado (a)




el dinosaurio

el perro

ir de campamento

el patio de recreo

de pequeño (a)

consentido (a)




el juguete /

los juguetes



el pez / los peces

la escuela primaria

la guardería infantil

de vez en cuando

creativo (a)




el muñeco

la lagartija

molestar




el vecino /

la vecina



desobediente




el oso de peluche

la tortuga

pelearse




la verdad

generoso (a)




el tren eléctrico




saltar (a la cuerda)




mentir (e-ie)

inquieto (a)




el triciclo




tirar (la bola, la pelota, las piedras, etc.)




obedecer (c-zc)

juguetón / juguetona




la colección /

las colecciones












ofrecer

mentiroso (a)




la cuerda










permitir

obediente




la muñeca










por lo general

prudente




los bloques










portarse bien/mal

tímido (a)
















todo el mundo

travieso (a)





























RECYCLED/ONGOING TOPICS/STRUCTURES

New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs ir, ser, ver




RESOURCES/ ACTIVITIES


RealidadesII (Chapter 4A), Selecciones, Spanish television (audio and visual), newspaper articles, newspaper advertisements, toys, pictures, home videos, storybooks

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Interpret other students’ pictures of their childhood

Create a fable for other students to read

Write captions to a story using the perfect and imperfect preterite



Write a simple storybook (fictional or personal) to share


Create a home video or slideshow





Quarter 4

Unit 7B: Celebrando el Pasado, Family, Food, and Holiday Celebrations

AP THEME: Families and Communities, Personal and Public Identities, Global Challenges

AP SUBTHEME:: Family Structures, Beliefs and Values, Nutrition and Food Safety

Recommended pacing: 4 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

S 1.2 Students understand and interpret written and spoken language on a variety of topics.

S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.




COMMUNICATION
-Interpersonal -Interpretive -Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)



INTERPERSONAL MODE:

Maintain a discussion related to family members, relatives, and holiday celebrations in the past

Talk about:

Family and relatives

How people interact

Social/holiday gatherings

Foods served at certain events

INTERPRETIVE MODE:

• Demonstrates comprehension of content from reading, watching and listening material relating to descriptions

about a person from the past, holiday celebrations and family.
PRESENTATIONAL MODE:

• Produce an oral or written report on or about:

Holiday celebrations

Social gatherings

Family/friends interactions

Foods served at certain events






Compare and contrast types of foods eaten at social gatherings.

Talk about



  • Family and relatives

  • Describe people and situations in the past

  • How people interact

  • Holiday celebrations

Vocabulary:



  • Family members

  • Holiday celebrations

Grammar:



  • The imperfect tense: describing a situation in the past

  • Using reflexives


Quarter 4

Unit 7B
USEFUL VOCABULARY



Family




Talking about people

About Special Events

Food

Other Useful Words

el abuelo

la madrastra

contar (o-ue) (chistes)

¡Felicidades!

arroz con gandules

antiguo (a)

el bisabuelo

la madre

el / la bebé

alrededor de

arroz con leche

beber

el cuñado

la madrina

feliz

casarse (con)

el dulce

comer

el hermanastro

la nieta

los mayores

cumplir años

el helado

el cuchillo

el hermano

la prima

llevarse bien/mal

charlar

el jamón

el mantel

el hijastro

la sobrina

llorar

divertirse (e-ie)

el lechón

el plato

el nieto

la suegra

reírse (e-í)

el aniversario

el pavo

el tenedor

el padrastro

la tía

reunirse

el carbón (for children who have been bad)

el pescado

el vaso

el padre

los abuelos




el del día festivo

el pollo

es un sueño

el padrino

los hermanos




el desfile

el postre

frecuentemente

el primo

los padres




el día de los Reyes Magos

el queso

había

el sobrino

los parientes

Manners and Customs

el pesebre

el refresco

la cuchara

el suegro

los tíos

abrazar(se)

enorme

el rosca/roscón de reyes

la mesa

el tío




besar(se)

felicitar

el turrón

la servilleta

familia, la




dar(se) la mano

hacer un picnic

la comida

la silla

la abuela




despedirse (e-i) de

la boda

la manzana

la taza

la bisabuela




los modales

la costumbre

las bebidas

los regalos

la cuñada




saludar(se)

la fiesta de sorpresa

las tapas

mientras (que)

la hermana




sonreír (e-í)

la navidad

las uvas

ofrecer

la hermanastra







la reunión /

las reuniones



los mariscos

poner

la hijastra







las fiestas patronales

los pastel de tres leches

recordar (o-ue)










las luces

los pasteles

retirar(se)










los fuegos artificiales

los polvorones

sentar(se)










los villancicos

los tamales

servir(se)










nacer
















Nochebuena
















Nochevieja
















regalar











RECYCLED/ONGOING TOPICS/STRUCTURES

Imperfect tense, reflexives, “-ito” and “-isimo”, adjective/noun agreement (review). Present and preterite tense (review)




RESOURCES/ ACTIVITIES


Realidades II (Chapter 4B), family trees, magazines, menus, cookbooks, advertisements, product labels, plastic foods or pictures of foods, http://onlinefreespanish.com/aplica/lessons/familygame.htm, http://spanishplans.files.wordpress.com/2011/10/simpsonfamilyspanish.jpg, http://www.quia.com/sh/34838.html?AP_rand=1832158196, http://www.questgarden.com/04/55/8/051013102135/t-index.htm,

ASSESSMENTS/ RUBRICS


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Dramatizations


WebQuest about a Hispanic holiday, present and do a mock celebration

Celebrate as a class a special Hispanic holiday

Select a Hispanic celebration and present to the class



Create a scrapbook/family photo album and illustrate pictures of family members celebrating a special holiday



LCPS

Spanish III Curriculum Guide

World Languages and Cultures




LCPS

2013-2014








Download 397.79 Kb.

Share with your friends:
1   ...   9   10   11   12   13   14   15   16   ...   39




The database is protected by copyright ©sckool.org 2020
send message

    Main page